Michigan State Board of Education Meeting for June 11, 2019 – Morning Session


>>–EVERYONE. THE TIME IS NOW 9:30– 8:33– SORRY, 9:33, AND ALL BOARD MEMBERS ARE PRESENT. THE STATE BOARD OF EDUCATION MEETING OF JUNE 11, 2019 IS CALLED TO ORDER. THE FIRST ITEM ON THE AGENDA IS THE APPROVAL OF THE AGENDA AND THE ORDER OF PRIORITY. ARE THERE ANY ITEMS THAT BOARD MEMBERS WOULD LIKE TO ADD OR DELETE FROM TODAY’S AGENDA?>>I WOULD LIKE THE SRO BACK TO THE AGENDA. BENTON HARBOR, IN PARTICULAR.>>OKAY.>>SO THE PARTNERSHIP SRO DISCUSSION?>>YES.>>SO IF WE LOOK AT ITEM 11 ON THE AGENDA, WHICH ARE OUR DISCUSSION ACTION ITEMS, PUT THAT AS THE NEW J. AND THEN THE STATE AND FEDERAL LEGISLATIVE UPDATE WILL BE K. OKAY, SO WE HAVE A RECOMMENDATION TO AMEND THE AGENDA TO ADD THE PARTNERSHIP DISTRICT BENTON HARBOR UPDATE AS ITEM 11J. SECOND?>>SUPPORT.>>DISCUSSION?>>IS THERE ANY WAY THAT WE COULD MOVE IT UP TO I, OR IS– OH, WE CAN JUST LEAVE IT. JUST LEAVE IT. THAT’S FINE.>>OKAY, THANK YOU. ALL IN FAVOR, SIGNIFY BY SAYING AYE.>>AYE.>>OPPOSED, NAY? MOTION CARRIES. SO NOW WE HAVE– MAY I HAVE A MOTION TO APPROVE THE AMENDED AGENDA AND ORDER OF PRIORITY?>>SO MOVED.>>SECOND.>>OKAY, WE HAVE MOTION AND A SECOND. IS THERE ANY DISCUSSION? THOSE IN FAVOR SIGNIFY BY SAYING AYE.>>AYE.>>OPPOSED, NAY. MOTION CARRIES. THANK YOU VERY MUCH. BOARD MEMBERS, YOU HAVE AN INFORMATIONAL FOLDER THAT CONTAINS ONE ITEM. THAT ITEM IS INFORMATION ON THE 2017-2018 CARL D. PERKINS CONSOLIDATED ANNUAL REPORT. NO ACTION IS REQUIRED AT THIS MEETING, THIS IS INFORMATIONAL ITEM FOR YOU. AT THIS TIME, MARILYN, I ASK YOU TO PLEASE INTRODUCE MEMBERS OF THE STATE BOARD OF EDUCATION.>>YES. YOU’VE JUST BEEN LISTENING TO SHEILA ALLES. SHE’S THE INTERIM STATE SUPERINTENDENT AND SERVES AS CHAIRPERSON OF THE BOARD. AS WE GO AROUND THE TABLE, THE BOARD’S PRESIDENT IS CASANDRA ULBRICH. SHE RESIDES IN ROCHESTER HILLS. THE BOARD’S VICE PRESIDENT IS PAMELA PUGH FROM SAGINAW. THE BOARD’S SECRETARY IS MICHELLE FECTEAU. SHE RESIDES IN DETROIT. NIKKI SNYDER IS A BOARD MEMBER WHO RESIDES IN DEXTER. THE BOARD’S NASBE DELEGATE– IT’S THEIR ASSOCIATION, NATIONAL ASSOCIATION OF STATE BOARDS OF EDUCATION– IS TIFFANY TILLEY FROM SOUTHFIELD. AND NEXT TO TIFFANY IS THIS YEAR’S TEACHER OF THE YEAR, LAURA CHANG. SHE’S A K-5 MATH AND READING INTERVENTIONIST IN VICKSBURG COMMUNITY SCHOOLS WHEN SHE’S NOT HERE WORKING WITH US. AND ACROSS THE TABLE, SITTING FOR THE GOVERNOR, REPRESENTING THE GOVERNOR’S OFFICE IS JOSH NEYHART. AND NEXT TO HIM, BOARD MEMBER JUDY PRITCHETT. JUDY IS FROM WASHINGTON TOWNSHIP. LUPE RAMOS-MONTIGNY, BOARD MEMBER FROM GRAND RAPIDS. NEXT TO ME, THE BOARD’S TREASURER, TOM McMILLIN, AND HE RESIDES IN OAKLAND TOWNSHIP. I’M MARILYN SCHNEIDER, I’M THE STATE BOARD EXECUTIVE. THANK YOU.>>THANK YOU, MARILYN, AND NOW WE WILL MEET NEW MEMBERS OF THE MDE TEAM, BEGINNING WITH SCOTT KOENIGSKNECHT. WOULD YOU PLEASE INTRODUCE OUR NEW EMPLOYEES?>>SURE. SO I’M PLEASED TO INTRODUCE THREE NEW EMPLOYEES TODAY. I HAD A CHANCE TO VISIT WITH THEM A COUPLE OF WEEKS AGO. THEY BRING A WEALTH OF EXPERIENCE AND KNOWLEDGE TO THE DEPARTMENT. SO I’D LIKE TO INTRODUCE ALL THREE, AND THEN ASK IF THEY WANT TO SHARE SOMETHING ABOUT THEMSELVES. SO WE HAVE LEE GREENACRE JOINING US ON THIS SIDE– THANK YOU– IN THE OFFICE OF CAREER AND TECHNICAL EDUCATION. YOU WANT TO SHARE SOMETHING?>>[AUDIO DROPS] [LAUGHTER]>>HE COMES TO US FROM THE PRISON SYSTEM, AND IS VERY FAMILIAR WITH CONSTRUCTION TRADES, AND THE CONSTRUCTION TRADES INDUSTRY. AND SO, WELCOME, LEE. GLAD TO HAVE YOU ONBOARD. WE ALSO HAVE JULIE SMITH. JULIE IS JOINING US IN THE OFFICE OF GREAT START, IN THE CHILD DEVELOPMENT AND CARE OFFICE. JULIE?>>[ INDISTINCT ] SECRETARY 9, FOR THE TECHNOLOGY INTEGRITY AND OUTREACH UNIT. I COME TO YOU WITH A BACHELOR’S IN COMMUNICATION FROM MICHIGAN STATE UNIVERSITY AND 20 YEARS’ EXECUTIVE ASSISTANT EXPERIENCE WITH AN INTERNATIONAL FORTUNE 500 [ INDISTINCT ].>>AND WE ALSO HAVE KRISTINA COLLIER. KRISTINA IS JOINING US IN THE OFFICE OF SPECIAL ED.>>GOOD MORNING. I’M IN THE PROGRAM ACCOUNTABILITY UNIT. [ AUDIO DROPS ] I COME FROM PUBLIC SCHOOLS, 15 YEARS [ INDISTINCT ] BOTH TEACHING AND ADMINISTRATION, AND [ INDISTINCT ].>>THANK YOU, SCOTT. AND NOW, KYLE, WOULD YOU INTRODUCE YOUR NEW STAFF MEMBERS?>>YES– THANK YOU, SHEILA. WE HAVE TWO TEAM MEMBERS JOINING OUR DIVISION. FIRST, I’D LIKE TO INTRODUCE SUSAN SPAGNUOLO, IN THE OFFICE OF FINANCIAL MANAGEMENT.>>YES. HI, I’M SUE SPAGNUOLO, AND I CAME OVER HERE FROM LIQUOR CONTROL. PRIOR TO THAT, I WAS WITH UNCLAIMED PROPERTY, AND I’VE BEEN WITH THE STATE– [ AUDIO DROPS ], NOW I’M WORKING IN ACCOUNTING, FINANCE, TRAVEL AND EXPENSE. [ INDISTINCT ]. [ LAUGHTER ]>>ALSO, IT’S MY PLEASURE TO INTRODUCE BEVERLY SCHMITT, ALSO IN THE OFFICE OF FINANCIAL MANAGEMENT.>>GOOD MORNING, I’M– [ AUDIO DROPS ] –EVERYTHING FROM RECEPTIONIST DUTIES, ALL THE WAY THROUGH ACCOUNTS PAYABLE– [ AUDIO DROPS ] –SO, IT WAS A SMALL COMPANY, I GOT A LOT OF GREAT EXPERIENCE, AND THEN– [ AUDIO DROPS ] HERE, EVERYONE IS SO SWEET– [ AUDIO DROPS ].>>THANK YOU, KYLE. AND NOW, VENESSA.>>GOOD MORNING. IT’S MY PLEASURE TO INTRODUCE BRIDGETT McDOWELL IN OUR OFFICE OF EDUCATOR EXCELLENCE.>>[ INDISTINCT ] IN THE OEE IN THE EDUCATOR PREP UNIT. I WORK ON THE– [ AUDIO DROPS ] –EXCITED TO TAKE ALL THAT AND APPLY IT TO THE MTTC.>>THANK YOU, VENESSA. DO WE HAVE ANY OTHER NEW MDE TEAM MEMBERS IN THE AUDIENCE TODAY? OKAY, SEEING NONE, LET’S WELCOME OUR NEW STAFF MEMBERS TO THE MDE. [ APPLAUSE ] WELCOME. GLAD TO HAVE YOU WITH US. IF YOU PLAN– THIS IS– ON PUBLIC PARTICIPATION, IF YOU PLAN TO OFFER PUBLIC COMMENT AT TODAY’S BOARD MEETING, PLEASE COMPLETE A FORM AND GIVE IT TO MARILYN. FORMS ARE AVAILABLE ON THE TABLE JUST OUTSIDE THE BOARD ROOM, AND THEY MUST BE SUBMITTED PRIOR TO THE BEGINNING PORTION OF THE MEETING DEVOTED TO PUBLIC COMMENT. PUBLIC COMMENT WILL BEGIN IMMEDIATELY FOLLOWING THE LUNCH BREAK, SCHEDULED FOR APPROXIMATELY 1:00 PM TODAY. PLEASE BE HERE AT THAT TIME TO MAKE SURE THAT YOU HAVE AN OPPORTUNITY TO COMMENT. THE FIRST ITEM ON THE COMMITTEE OF THE WHOLE AGENDA THIS MORNING IS THE PRESENTATION OF THE PROPOSED STANDARDS FOR THE PREPARATION AND PRACTICE OF SCHOOL SOCIAL WORKERS. THE STANDARDS FOR THE PREPARATION AND PRACTICE OF SCHOOL SOCIAL WORKERS WERE WRITTEN TO SUPPORT THE TOP 10 IN 10 STRATEGIC GOAL NUMBER THREE, WHICH IS TO DEVELOP, SUPPORT AND SUSTAIN A HIGH QUALITY, PREPARED AND COLLABORATIVE EDUCATION WORKFORCE, AS WELL AS THE MICHIGAN DEPARTMENT OF EDUCATION’S WHOLE CHILD PRIORITY. THIS SET OF STANDARDS WILL INFORM PROGRAM DEVELOPMENT AND CONTINUOUS IMPROVEMENT EFFORTS IN MICHIGAN’S EDUCATOR PREPARATION INSTITUTIONS. FOLLOWING A PERIOD OF PUBLIC COMMENT, BOARD APPROVAL WILL BE REQUESTED AT THE OCTOBER 8th MEETING. OUR PRESENTERS TODAY ARE VENESSA KEESLER, DEPUTY SUPERINTENDENT OF EDUCATOR, SCHOOL, AND STUDENT SUPPORTS; SEAN KOTTKE, EDUCATION CONSULTANT MANAGER, AND [ INDISTINCT ], WHO IS OUR EDUCATION CONSULTANT. AND SO I’LL TURN THE PRESENTATION TO THE THREE OF YOU. GOOD MORNING.>>GOOD MORNING. THANK YOU, SUPERINTENDENT. AND THANK YOU, BOARD, FOR THE OPPORTUNITY TO SHARE THESE IMPORTANT STANDARDS FOR THE PREPARATION AND PRACTICE OF SCHOOL SOCIAL WORKERS. I WAS JUST AT A MEETING YESTERDAY– WE WERE TALKING ABOUT THE IMPORTANCE OF WHAT WE DO IN HIGHER ED IN TERMS OF PREPARING ALL OF OUR EDUCATORS. AND SO THESE STANDARDS ARE PART OF THAT BODY OF WORK THAT WE DO HERE AT THE DEPARTMENT TO MAKE SURE THAT OUR HIGHER ED INSTITUTIONS KNOW WHAT THEY– HOW TO BUILD PROGRAMS TO PREPARE THE KIND– THE EDUCATORS WE NEED FOR THE FIELD. SO PLEASE WELCOME [ INDISTINCT ] FOR HIS FIRST TIME AT THE BOARD TABLE. HE’S EXCITED TO BE HERE, I’M SURE. AND YOU ALL HAVE SEEN SEAN BEFORE, SO I’M GOING TO HAND THE PRESENTATION OVER TO THEM.>>GOOD MORNING. [ INDISTINCT ], TAKE IT AWAY.>>OKAY. GOOD MORNING. THANK YOU, SUPERINTENDENT, AND THANK YOU, BOARD MEMBERS, FOR GIVING US THIS OPPORTUNITY TO COME AND PRESENT THIS SET OF STANDARDS TO YOU. SO THIS SET OF STANDARDS ADDRESS, AS THE SUPERINTENDENT MENTIONED, MDE GOALS ONE, TWO, AND THREE IN THE TOP 10 IN 10 YEARS STRATEGIC PLAN. MORE SPECIFICALLY, THIS SET OF STANDARDS ECHOES MDE’S SUPPORT FOR THE WHOLE CHILD APPROACH BY STRENGTHENING THE MENTAL HEALTH SERVICES PROVIDED TO STUDENTS, ESPECIALLY STUDENTS WITH DISABILITIES, THROUGH PREPARING AND PROVIDING A STRONGER SCHOOL SOCIAL WORK FORCE. THIS SET OF STANDARDS FOR THE PREPARATION AND PRACTICE OF SCHOOL SOCIAL WORKERS EXPLICITLY ADDRESS KNOWLEDGE AND SKILLS SCHOOL SOCIAL WORKERS MUST HAVE IN TODAY’S SCHOOL TO BE PART OF THE MULTI-TIER SYSTEM OF SUPPORT TEAM. THE BOARD HAS NOT HAD THE OPPORTUNITY IN THE PAST TO SET A SET OF STANDARDS FOR THE PREPARATION OF SCHOOL SOCIAL WORKERS, BECAUSE THE COMPETENCIES ARE ENCOMPASSED IN THE ADMINISTRATIVE RULES. BY MOVING THEM OUT OF THE RULES, THE BOARD WOULD HAVE THE OPPORTUNITY TO APPROVE THEM AS A SET OF STAND-ALONE PREPARATION STANDARDS. IN ADDITION, STANDARDS APPROVE– THESE SET OF STANDARDS WOULD PROVIDE FLEXIBILITY TO THE PREPARATION PROGRAMS WHILE ENSURING RIGOR THROUGH THE MDE INTERNAL PROGRAM REVIEW PROCESS. SO CURRENTLY, THERE ARE TWO SETS OF SCHOOLS– I MEAN, THERE ARE TWO SETS OF SOCIAL WORKERS IN THE SCHOOLS. AS YOU CAN SEE, ONE SET IS REGULAR SOCIAL WORKERS, AND THE OTHER SET IS MDE-APPROVED SCHOOL SOCIAL WORKER. AND THE MAIN DIFFERENCE IS THE FUNDING, RIGHT? THE REGULAR SOCIAL WORKER, THEY ACCESS GENERAL FUNDINGS, WHILE SCHOOL SOCIAL WORKERS ACCESS SPECIAL EDUCATION FUNDING. AND SCHOOL SOCIAL WORKER ARE REQUIRED TO HAVE, IN ADDITION TO THE SOCIAL WORKER LICENCE THROUGH LARA, MDE APPROVAL AS WELL. [ INDISTINCT CHATTER ]>>SO RIGHT NOW, THE REASON WHY WE ARE DOING THIS WORK RIGHT NOW– THERE ARE A COUPLE– FEW REASONS. ONE IS THE ADMINISTRATIVE RULES REGARDING SCHOOL SOCIAL WORKER WERE LAST REVIEWED IN 2011, SO IT’S ALMOST TEN YEARS NOW. AND THEN ALSO, INTERNALLY, THE WORK OF OVERSEEING SCHOOL SOCIAL WORKER CREDENTIALING IS BEING TRANSITIONED FROM THE OFFICE OF SPECIAL EDUCATION TO THE OFFICE OF EDUCATOR EXCELLENCE, REASON BEING THAT THE OFFICE OF EDUCATOR EXCELLENCE HAS A BETTER SYSTEM OF PREPARING PROGRAM MONITORING AND SUPPORT. AND THEN OEE ALSO HAS A SYSTEM OF EDUCATOR CREDENTIALING, AS WELL AS OEE HAS DEDICATED STAFF FOR CUSTOMER SERVICE, OKAY, AND THEY’RE– THE ROLES AND THE COMPETENCIES DETAILED IN THE DEMONSTRATED RULES CURRENTLY ARE NOT AS COMPRE– ARE VERY TASK-ORIENTED AND NOT COMPREHENSIVE ENOUGH. THEY ONLY ADDRESS PART OF THE WORK THAT SCHOOL SOCIAL WORKERS ACTUALLY DO IN THE SCHOOLS. AND HERE’S THE NUMBER FOR THE LAST FIVE YEARS, AND YOU CAN SEE THE NUMBER OF CREDENTIAL ISSUED AND EMPLOYED, AND DISTRICT EMPLOYING SCHOOL SOCIAL WORKERS HAVE BEEN GROWING. SO WE THOUGHT THIS IS A GREAT OPPORTUNITY, AS WELL, TO MAKE SURE THAT WE STRENGTHEN THIS PIPELINE AND THESE PEOPLE COMING OUT OF THE PROGRAM. AND WE ALSO HAVE MORE FUNDING COMING DOWN THAT WILL ALLOW SCHOOLS TO HIRE MORE MENTAL HEALTH PROFESSIONALS THROUGH THE 31N, THE SCHOOL MENTAL HEALTH AND SUPPORT SERVICE GRANT. AND SO WE JUST THOUGHT THIS IS A GOOD TIME TO DO THAT. WE BEGAN THIS– WE BEGAN THE DEVELOPMENT WORK IN AUGUST OF LAST YEAR, AND WE INVOLVED BOTH EXTERNAL STAKEHOLDER GROUPS AND INTERNAL STAKEHOLDER GROUPS, OKAY. THE EXTERNAL GROUP, YOU CAN SEE THERE IS A LIST ON PAGE 4 OF YOUR HANDOUT, THE LIST OF INDIVIDUALS. THERE ARE ADMINISTRATORS, PRACTITIONERS REPRESENTATIVE FROM PREPARATION PROGRAMS AND PROFESSIONAL ORGANIZATIONS. INTERNALLY, WE ALSO INVOLVED THE OFFICE OF SPECIAL EDUCATION, THE OFFICE OF GREAT START, AND HEALTH AND NUTRITION SERVICES, AS WELL. SO THEY BOTH– THEY ALL HAVE OPPORTUNITIES TO PROVIDE INPUT AND TO HELP US FINALIZE THIS SET OF STANDARDS. AT THE BEGINNING OF THE STAKEHOLDER GROUPS’ WORK, WE SENT OUT A FIELD SURVEY TO UNDERSTAND HOW THE FIELD FEELS ABOUT THE CURRENT SET OF COMPETENCIES THAT ARE LISTED IN THE ADMINISTRATIVE RULES. AND OVERWHELMINGLY, THEY AGREE STRONGLY THAT THIS SET OF RULES HAS GREAT VALUE TO GUIDE THEIR WORK, BUT WHAT’S MISSING IS THAT IT’S ONLY THE SPECIAL ED PART OF THE WORK AND NOT– THERE’S NO MENTION OF THEIR WORK WITH GENERAL ED STUDENTS IN GENERAL SETTINGS. SO– BUT WE FELT– THEY FELT STRONGLY THAT WE NEED TO ENCOMPASS THAT PIECE OF WORK IN THE NEW SET OF STANDARDS. THAT MIGHT INCLUDE, LIKE, RESTRICTED– [ INDISTINCT ] AND TIER 1 AND 2 OF THE MTSS SYSTEM. THEY WORK IN THAT KIND OF ENVIRONMENT AS WELL. THE GROUP MET VIRTUALLY EVERY OTHER WEEK FROM AUGUST TO MARCH OF– AUGUST OF LAST YEAR TO MARCH OF THIS YEAR. WE HAD TWO IN-PERSON MEETINGS IN NOVEMBER LAST YEAR AND MARCH THIS YEAR, AND CONCLUDED OUR WORK IN MARCH OF 2019. THERE ARE 7 STANDARDS AND 28 ELEMENTS DEVELOPED BY THE STAKEHOLDER GROUP, AND I WILL GO THROUGH THAT REALLY QUICK WITH YOU. A WELL PREPARED SCHOOL SOCIAL WORKER SHOULD KNOW AND BE ABLE TO DO THE FOLLOWING, RIGHT. STANDARD ONE IS ETHICS AND VALUES. THERE ARE TWO ELEMENTS– FOR EXAMPLE, ELEMENT TWO SAYS, “FOLLOWS NASSW– “NATIONAL ASSOCIATION OF “SCHOOL SOCIAL WORKER– “CODE OF ETHICS “AND SCHOOL “SOCIAL WORKER STANDARDS.” STANDARD TWO IS ABOUT ASSESSMENT. SIX ELEMENTS– ELEMENT FOUR IS, “CONDUCTS FUNCTIONAL “ASSESSMENT BEHAVIOR.” STANDARD THREE IS ABOUT INTERVENTION. IT HAS FIVE ELEMENTS. ELEMENT THREE SAYS, “PROMOTE POSITIVE BEHAVIOR “SUPPORT FOR PREVENTION “AND INTERVENTION.” STANDARD FOUR, [ INDISTINCT ] DECISION-MAKING AND PRACTICE EVALUATION. IT HAS THREE ELEMENTS. ELEMENT ONE SAYS, “USES DATA TO GUIDE “SERVICE DELIVERY “TO STUDENTS WITH DISABILITIES, “AND TO EVALUATE “OWN PRACTICE REGULARLY “TO IMPROVE “AND EXPAND SERVICES.” STANDARD FIVE, HUMAN RIGHTS AND SOCIAL AND ECONOMIC JUSTICE. IT HAS FOUR ELEMENTS. ELEMENT ONE SAYS, “RECOGNIZES A BROAD RANGE “OF EXPERIENCES, “PERSONAL CHARACTERISTICS “AND BACKGROUND VARIABLES “THAT INFLUENCE “STUDENT LEARNING “AND DEVELOPMENT.” STANDARD SIX, INTERDISCIPLINARY LEADERSHIP AND COLLABORATION, HAS FIVE ELEMENTS. ELEMENT ONE SAYS, “UNDERSTANDS THE ROLES “OF OTHER PROFESSIONALS “TO PROMOTE SUCCESSFUL “INTERDISCIPLINARY “COLLABORATION.” STANDARD SEVEN IS ABOUT LEGAL AND ADVOCACY. IT HAS THREE STANDARDS. ELEMENT THREE SAYS, “UNDERSTAND RELEVANT LOCAL STATE AND FEDERAL LEGISLATION STATUTES AND POLICIES THAT MAY IMPACT STUDENTS, FAMILIES, SCHOOL SOCIAL WORKERS, AND OTHER SCHOOL PERSONNEL, INCLUDING REQUIREMENTS IN IDEA AND MARSE SCHOOLS. SO THESE ARE THE SEVEN STANDARDS. AND NEXT STEP– FOLLOWING THIS PRESENTATION, WE WILL BEGIN OUR PUBLIC COMMENT PROCESS. AND THEN WE WILL COME BACK IN OCTOBER FOR– TO SHARE WITH YOU THE RESULT OF THE PUBLIC COMMENT, AND SEEK BOARD APPROVAL FOR THIS SET OF STANDARDS. IN THE FALL OF THIS YEAR, WE WILL BEGIN OUR TECHNICAL ASSISTANCE TO OUR PREPARATION PROGRAMS FOR THEIR TRANSITION TO THIS NEW SET OF STANDARDS. AND WE ANTICIPATE BY FALL– BY SUMMER AND FALL NEXT YEAR, WE WILL HAVE CANDIDATES STARTING TO ENROLL IN THESE PROGRAMS. AND BY SPRING OF 2021, WE WILL HAVE CANDIDATES EXITING PROGRAMS AND READY TO BE CREDENTIALED.>>SO THAT IS THE END OF OUR PRESENTATION. SUPERINTENDENT, WE’LL TURN IT BACK TO YOU FOR QUESTIONS.>>THANK YOU VERY MUCH. AND DO WE HAVE QUESTIONS OR COMMENTS FROM BOARD MEMBERS? [ INDISTINCT ], YOU DID A NICE JOB ON YOUR FIRST PRESENTATION TO THE BOARD.>>THANK YOU.>>YES, TIFFANY?>>I WAS JUST WONDERING, WHY THE INCREASE? I MEAN, IT’S A GOOD THING. JUST WONDERING WHY.>>I THINK– AND THE TEAM CAN CHIME IN IF THEY WANT– BUT CERTAINLY SCHOOLS’ RECOGNITION OF NEEDING TO MEET THE NEEDS OF THE WHOLE CHILD, AS WELL AS THE INCREASE IN THE NUMBER OF STUDENTS COMING FROM TRAUMA, COMING FROM BACKGROUNDS– SCHOOLS KNOW THEY NEED TO BUILD TO PROVIDE SERVICES BEYOND SIMPLY ACADEMIC SERVICES, WHICH IS REALLY ONE OF THE MAIN REASONS WHY WE’VE ADOPTED A WHOLE CHILD FOCUS HERE AT THE DEPARTMENT, SO OUR POLICIES CAN HELP SUPPORT THAT AND WE CAN DO THINGS EXPLICITLY LIKE MAKE SURE WE HAVE OUR PREP STANDARDS AND THE 31N MONEY THAT THE TEAM HERE ADVOCATED FOR. SO THAT WOULD BE– HAVE WE ASKED ANYBODY, OR DO WE– DO WE HAVE ANY MORE DATA ON THAT?>>NO, WE DON’T HAVE ANY MORE DATA THAN WHAT WE HAVE HERE, BUT I THINK, ECHOING WHAT VENESSA SAYS, I THINK IT’S BECAUSE THE SCHOOLS ARE RECOGNIZING THE IMPORTANCE OF, LIKE, OUT-OF-SCHOOL INFLUENCES THAT CHILDREN BRING INTO CLASSROOMS. IN ORDER TO PROVIDE THAT SUPPORT FOR THEM FOR LEARNING AND ACHIEVEMENT, MENTAL HEALTH SERVICES, IS NEEDED.>>THANK YOU.>>WE DO SCHOOL VISITS HERE– JUST TO ADD TO THAT– WE– ALL THE DIRECTORS AND DEPUTIES DO, AND I WAS ON SEVERAL IN THE LAST COUPLE WEEKS, AND EVERY SINGLE ONE OF THEM WERE TALKING ABOUT HOW MANY SOCIAL WORKERS THEY HAD, HOW MANY THEY WANTED TO HIRE, HOW THEY WISH THEY HAD MORE. YOU KNOW, IT WAS A COMMON THREAD COMING THROUGH. AND I WENT TO A VARIETY OF DIFFERENT TYPES OF DISTRICTS, TOO– SO RURAL DISTRICTS, KIND OF SUBURBAN DISTRICTS. AND I THINK THAT’S AN EXPERIENCE WE’VE ALL HAD IN OUR VISITS.>>I JUST THINK IT’S INTERESTING, BECAUSE WE HAVE THE NEW TEACHERS DECLINING, BUT WE HAVE THE SOCIAL WORKERS INCREASING. SO I WAS TRYING TO FIND– FIGURE IT OUT, YEAH. THANK YOU.>>ANYONE ELSE. TOM, JUDY, AND THEN– OKAY, MICHELLE AND PAM.>>OH, I’M SORRY.>>THANKS FOR YOUR PRESENTATION. SO THESE STANDARDS WILL BE USED BY THE COLLEGES THAT– AND THEN WILL THEY BE ON A TEST?>>SO THE WAY PREPARATION STANDARDS WORK IS THEY ARE THE STANDARDS FOR THE PREPARATION PROGRAMS, SO, HOW TO BUILD THE PROGRAM.>>SO WHAT DO– OH. OKAY, WHAT EXACTLY– NUMBER FIVE– SO THERE’S NOTHING MORE DETAILED– I MEAN, WHEN I’M LOOKING AT THESE STANDARDS, THIS IS IT? THERE’S NOTHING– OKAY. SO NUMBER FIVE, HOW DO– HOW WILL THOSE COLLEGES INSTRUCT SOCIAL– POTENTIAL SCHOOL SOCIAL WORKERS TO PROMOTE SOCIAL JUSTICE? WHAT IS– WHAT EXACTLY DOES THAT MEAN? I– WHERE’S THE– I DON’T KNOW WHAT THE DEFINITION– I DON’T KNOW WHAT ECONOMIC JUSTICE IS, TOO. THAT’S MY SECOND QUESTION, BUT SOCIAL JUSTICE, HOW– CAN YOU TELL ME HOW SPECIFICALLY THEY WILL? OR IS IT JUST KIND OF THROW IT OUT THERE AND THEY KIND OF FIGURE OUT WHAT IT MEANS, OR…>>I’D LIKE TO GROUND MY ANSWER IN WHAT THE STANDARD SAYS, BECAUSE I THINK THAT YOU’RE CALLING A GOOD POINT, THAT THERE CAN BE A LARGER DISCUSSION ABOUT WHAT THESE THINGS MEAN TO INDIVIDUALS OR IN DIFFERENT CONTEXTS. SO IN THE STANDARDS WE TALK ABOUT THE IDEA OF– WE’RE LOOKING AT POSITIVE OUTCOMES FOR INDIVIDUALS AND SYSTEMS, AND THEN NOTING THE DIVERSE– THE WORDS WE USE HERE, “DIVERSE AND RECIPROCAL INFLUENCES OF HOME, “SCHOOL, AND COMMUNITY.” SO THE IDEA– WE WANT OUR SCHOOL SOCIAL WORKERS TO UNDERSTAND THE EMBEDDED CONTEXT IN WHICH THE STUDENTS AND FAMILIES THAT THEY’RE GOING TO BE WORKING WITH EXIST, AND HAVE A POSITIVE ORIENTATION TOWARD SUPPORTING STUDENTS IN THEIR CONTEXT. SO THE IDEA OF A SCHOOL SOCIAL WORKERS SHOULDN’T BE TRYING TO PUSH KIDS IN ANY PARTICULAR WAY, BUT THEY SHOULD BE SUPPORTING EQUITY AND ACCESS AND FAIR TREATMENT FOR ALL STUDENTS. SO– DO YOU GUYS WANT TO ADD ANYTHING? I MEAN, I THINK–>>ADVOCACY.>>I MEAN, SOCIAL JUSTICE IS USED FOR ALL KINDS OF THINGS, INCLUDING THE PUSH FOR SOCIALISM AND EQUAL– MAKING EVERYBODY EQUAL AND ALL THIS STUFF, SO I MEAN, I DON’T KNOW. IT MEANS VARIOUS THINGS, SO SOME COLLEGES MAY DECIDE IT MEANS THIS AND PUSH SOMETHING FARTHER OVER HERE, AND SOME– THERE’S NOTHING THAT SAYS, THIS IS WHAT WE’RE LOOKING FOR THESE TEACHERS TO KNOW– OR THESE SOCIAL WORKERS TO KNOW. IT’S ALL UP TO INTERPRETATION.>>I THINK IT’S FAIR TO SAY, YES, THAT THE STANDARDS– I MEAN, YOU SEE THIS– YOU’RE RIGHT, YOU SEE THE STANDARDS IN THE DETAIL THAT THE HAVE. SO LIKE THE ELEMENT ONE THAT SAYS, “RECOGNIZES “A BROAD RANGE OF EXPERIENCES, “PERSONAL CHARACTERISTICS, “AND BACKGROUND VARIABLES “INFLUENCE STUDENT LEARNING “AND DEVELOPMENT.” HOW A COLLEGE MIGHT CHOOSE TO EXPOSE SOCIAL– PREPARING SOCIAL WORKERS, PRE-SERVICE SOCIAL WORKERS TO THAT IS LEFT TO THE PROGRAM.>>AND THEN WHAT’S ECONOMIC JUSTICE? I MEAN, JUSTICE IS A PRETTY LOADED WORD. I MEAN, WE DON’T– NOBODY LIKES INJUSTICE, SO SOMEHOW THIS IS THE RIGHT THING, SO WHAT EXACTLY ARE YOU SAYING IS THE RIGHT WAY TO HAVE ECONOMICS, OR TO PROMOTE ECONOMICS, OR…>>SO THE WORDING FROM– WELL, WHEN THE STAKEHOLDER GROUP WAS DEVELOPING THIS PARTICULAR STANDARD FIVE, I THINK WHERE THEY’RE COMING FROM IS TO HAVE– IT’S DIVERSITY. THEY WANTED TO BE ABLE TO RECOGNIZE THAT THERE IS A RANGE OF DIVERSITY, WHETHER ECONOMIC STATUS OR WHERE, YOU KNOW, WHERE THE KIDS ARE COMING FROM, AND BE ABLE TO GROUND THEIR WORK IN RECOGNITION OF THAT DIVERSITY, AND USE THAT DIVERSITY IN FAVOR OF THE STUDENTS TO HELP THEM ACHIEVE AND LEARN. I THINK THAT’S WHERE THEY’RE COMING FROM.>>WHY DIDN’T THEY JUST USE THAT? ECONOMIC AND SOCIAL DIVERSITY. INSTEAD, PROMOTING JUSTICE MEANS THERE IS INJUSTICE AND YOU’VE GOT TO RIGHT THE INJUSTICE. I MEAN, I JUST DON’T KNOW WHAT THE INJUSTICE OF ECONOMIC– YOU KNOW, THE ECONOMIC INJUSTICE THAT THEY ARE SUPPOSEDLY GOING TO MAKE SURE THAT THEY DON’T PROMOTE– THAT THEY PROMOTE ONLY THE JUSTICE PART. I DON’T– WHY NOT JUST SAY DIVERSITY, ECONOMIC DIVERSITY?>>SO IF THE BOARD– IF YOU OR THE BOARD WOULD LIKE TO MAKE A RECOMMENDATION THAT THE STANDARD BE NAMED SOMETHING DIFFERENT, THAT’S FEEDBACK WE CAN TAKE DURING PUBLIC COMMENT. I MEAN, AGAIN, I THINK THE GOAL IS WHAT [ INDISTINCT ] SAID, AND I THINK WHAT WE HAVE TO RECOGNIZE IS THERE ARE ALL SORTS OF FORMS OF INJUSTICES OUR STUDENTS FACE. SO WHEN SOCIAL WORKERS ARE WORKING WITH THEM, THEY NEED TO RECOGNIZE THAT AND SUPPORT THEM WHERE THEY’RE AT. SO FOR EXAMPLE, STUDENTS IN VERY IMPOVERISHED SETTINGS DON’T HAVE ACCESS TO HEALTHCARE, THEY DON’T HAVE ACCESS TO A LOT OF THINGS THAT STUDENTS IN A MORE WELL-OFF SETTING WOULD. A SOCIAL WORKER MIGHT NEED TO ADDRESS THE NEEDS OF THAT CHILD IN A DIFFERENT WAY THAN A CHILD WHO HAS ECONOMIC SECURITY BUT IS STRUGGLING WITH PEER PRESSURE OR BULLYING OR SOMETHING ELSE. SO RECOGNIZING THAT THERE’S STRUCTURAL INJUSTICES–>>THAT’S FINE. THAT’S DIVERSITY. NOW THAT– WELL, INJUSTICE BECAUSE SOMEBODY’S RICHER THAN ANOTHER PERSON, THAT’S INJUST? I DON’T KNOW–>>I THINK THAT’S PROBABLY A PHILOSOPHICAL DEBATE OUTSIDE, A LITTLE BIT, OF THE STANDARDS. BUT YES, THAT A STUDENT–>>I DON’T KNOW WHY IT HAS TO GO INTO THAT.>>SO WE CAN TAKE– I THINK THAT’S A GOOD POINT TO TAKE FEEDBACK ON DURING THE COMMENT PERIOD.>>OKAY, THANK YOU, TOM. AND THEN TO JUDY.>>JUST A QUESTION ON THE TIMING ON THE NEXT STEP SLIDE. SO STANDARDS– ASSUMING STANDARDS ARE APPROVED– SO THESE WOULD BE SOCIAL WORKERS WHO HAVE ALREADY RECEIVED THEIR DEGREES IN SOCIAL WORK, AND SO THEY MIGHT ENTER THE PROGRAM SUMMER/FALL OF 2020. SO THE PROGRAM, REALLY, FOR SCHOOL SOCIAL WORK SPECIFICALLY TO THESE STANDARDS, IS APPROXIMATELY EIGHT TO NINE MONTHS, FULL TIME, AT AN–>>ACTUALLY, IT MIGHT BE FASTER THAN THAT, BECAUSE RIGHT NOW WE HAVE– WELL, CURRENTLY, IT’S ABOUT THREE COURSES. SO NINE TO TEN CREDITS. YEAH, BUT DEPENDING ON HOW THE INSTITUTIONS REDESIGN THEIR COURSEWORK, IT MIGHT BE SHORTER, MIGHT BE LONGER, AS LONG AS THE STANDARDS ARE ADDRESSED. AND SO– AND THE TIMING, ALSO, WE KIND OF BUILD IN– INTO– TIME TO ALLOW THE PROGRAMS TO GO THROUGH INTERNAL PROCESS. BECAUSE SOMETIMES UNIVERSITIES, IT TAKES A LOT LONGER FOR THEM TO ADJUST THE COURSEWORK. SO WE WANTED TO BUILD THAT IN AND NOT PUSH THEM TO DO THINGS THAT THEY’RE NOT READY YET.>>OKAY, ALL RIGHT. THANK YOU.>>THANK YOU, AND MICHELLE.>>YEAH, I THINK JUDY HIT MY QUESTION PRETTY WELL. I JUST WANTED TO SAY, I DO LIKE THE IDEA OF SUPPORTING A MORE HOLISTIC APPROACH TO THE MTSS AND NOT JUST HAVING IT BE, LIKE, FOCUSING ON SPECIAL ED OR WHATEVER, THAT IT’S SOMETHING THAT SHOULD BE FOR– ALL TEACHERS SHOULD BE– OR ALL SOCIAL WORKERS SHOULD BE VERSED IN UNDERSTANDING THAT. AND SO I SUPPORT THAT. I ALSO– IN STANDARD FIVE, I APPRECIATE THE IDEAS AROUND ADVOCACY AND TEACHING PEOPLE TO ADVOCATE FOR IMPROVING THEIR– WHERE THEY ARE IN LIFE, SO I SUPPORT THAT INITIATIVE, AND I THINK IT’S REALLY IMPORTANT THAT PEOPLE LEARN TO HAVE THEIR OWN VOICE AND SPEAK UP.>>OKAY, THANK YOU, MICHELLE. AND PAM.>>HI– I WAS GOING TO KEEP IT SIMPLE, UNTIL MY COUNTERPART RAISED SOME VERY CRITICAL ISSUES. SO THE FIRST THING THAT I WAS GOING TO ASK ABOUT WAS JUST HOW DOES THIS BLEND IN WITH THE HEALTH OF KIDS? WE KNOW THAT THERE’S ALSO A NURSE– A SCHOOL NURSE SHORTAGE. AND WE KNOW THAT THE HEALTH OF KIDS DEFINITELY, YOU KNOW, WILL– SHOULD ALIGN WITH SOME OF THESE OTHER THINGS THAT THE SOCIAL WORKER WOULD BE ADDRESSING, ESPECIALLY FROM THE WHOLE CHILD APPROACH, EVEN SOME OF THE ENVIRONMENTAL FACTORS IN SCHOOLS, OUT OF SCHOOLS, AND WHERE MANY OF OUR CHILDREN LIVE AND RESIDE. SO I GUESS THE FIRST QUESTION WOULD BE AROUND HOW IS THAT INTEGRATED? BECAUSE I LOVE SEEING THE SOCIAL AND THE ECONOMIC JUSTICE, AND THEN I WOULD PROBABLY WONDER AROUND HEALTH EQUITY AND ENVIRONMENTAL JUSTICE– I WOULD ADD ANOTHER JUSTICE.>>SO THAT’S A GREAT QUESTION. I THINK THAT A LOT OF THE– HOW WE THINK ABOUT DELIVERY OF SERVICES TO STUDENTS AND INTEGRATED WHOLE CHILD, WHOLE SCHOOL, WHOLE COMMUNITY DELIVERY MODEL OF SERVICES ISN’T COMPLETELY REFLECTED HERE, BECAUSE THESE ARE THE STANDARDS FOR ONE PART OF THAT DELIVERY OF SERVICES. BUT STANDARD SIX TALKS ABOUT THE INTERDISCIPLINARY LEADERSHIP AND COLLABORATION, AND THE IMPORTANCE OF BEING ON THE MULTIDISCIPLINARY TEAMS, LOOKING AT DIFFERENT DATA. THE LEGAL AND ADVOCACY, KIND OF UNDERSTANDING, YOU KNOW, THE ROLES THAT THE DISTRICT– THE LEGAL RESPONSIBILITIES THAT THEY HAVE, BUT ALSO THE ADVOCACY FOR WHAT THEY MIGHT NEED. BUT I THINK STANDARD SIX IS PROBABLY THE PART WHERE WE FLAG TO A SOCIAL WORKER THAT THEY IDEALLY WON’T BE AN ISLAND, THEY’LL BE WORKING WITH THE TEAMS IN THE DISTRICTS IN SCHOOLS TO PROVIDE THAT INTEGRATED SERVICES TO STUDENTS. AND THEN OUTSIDE OF THESE STANDARDS, WORK COMING OUT OF KYLE’S SHOP, WORK THAT THE WHOLE DEPARTMENT’S DOING AROUND HOW DO WE SUPPORT SCHOOLS IN THIS KIND OF INTEGRATED SERVICE DELIVERY MODEL, WITH THESE SLOTTING IN AND ALIGNED TO THAT. SO THESE DON’T FULLY HANDLE ALL THE HEALTH ADVOCACY, BUT I THINK PREPARE THE SOCIAL WORKERS TO BE PART OF A TEAM THAT WOULD ADDRESS THAT NEED.>>OKAY, BECAUSE WE’RE SEEING MORE AND MORE WHERE SOCIAL WORKERS, I MEAN, JUST IN FLINT WHERE I WORK, WHERE SOCIAL WORKERS WORK VERY CLOSELY WITH HEALTH, YOU KNOW? BECAUSE IF YOU HAVE A NEUROTOXIN THAT A CHILD IS EXPOSED TO, THEN WE KNOW THAT IT CAN END UP HAVING THINGS THAT PLAY OUT THAT LOOK LIKE SOCIAL-BEHAVIORAL THINGS. WE ALSO– I COMMEND YOU FOR LOOKING AT THE JUSTICE SIDE OF THINGS, BECAUSE IF WE DON’T START ROLLING BACK SOME OF THE THINGS THAT– FROM RACISM, CLASSICISM THAT HAS BEEN DONE TO MANY OF OUR POPULATIONS, THEN WE’LL STAY RIGHT WHERE WE ARE. AND I COULD GO ON AND ON ABOUT THAT, BUT I’LL JUST LEAVE IT THERE, AND WE CAN, YOU KNOW, PROVIDE THE RESEARCH THAT SHOWS THAT RACISM DID EXIST, AND IT STILL– IF WE DON’T MAKE SOME OF THOSE SITUATIONS JUST, AND KEEP GOING IN THE WAY THAT WE’RE GOING, WE’RE GOING TO STILL KEEP HAVING SAME EFFECTS THAT WE’RE HAVING NOW.>>THANK YOU, PAM. AND NOW, WE WILL MOVE TO NIKKI.>>I’M JUST CURIOUS ABOUT STANDARD THREE AND FOUR, AND THE DISCUSSION. KIND OF WHAT I’M THINKING SORT OF FITS TOGETHER, BUT LET ME ASK A FEW QUESTIONS. WHAT DOES IT MEAN TO MAKE DATA-DRIVEN DECISIONS WHEN WE ARE DEALING WITH BEHAVIORAL PROBLEMS, OR RELATIONAL OPPORTUNITIES TO IMPACT A STUDENT POSITIVELY?>>THAT’S A REALLY GREAT QUESTION, AND I THINK YOU’RE RIGHT THAT NOT EVERY TYPE OF DATA THAT INFORMS A DECISION THAT A SCHOOL SOCIAL WORKER MIGHT NEED TO MAKE IS COLLECTED, OR COLLECTIBLE. THAT BEING SAID, SCHOOLS DO HAVE ACCESS TO DATA AROUND THINGS LIKE DISCIPLINE, BACKGROUND DATA ON THE STUDENTS, POSSIBLY HEALTH DATA, YOU KNOW, TO PAM’S POINT. THE POINT WE’RE TRYING TO– PROBABLY MUCH LIKE NURSING, ALTHOUGH YOU PROBABLY HAVE ACCESS TO MORE LIKE QUANTIFIABLE DATA– BUT THERE’S ALWAYS SOMETHING YOU PROBABLY CAN’T QUANTIFY. AND SO WHEN YOU’RE MAKING A DECISION WITH SCHOOL SOCIAL WORKERS, TRYING TO MAKE A DECISION ABOUT APPROPRIATE APPROACHES FOR THE STUDENTS, WE WANT THEM LOOKING AT ALL THE DATA THAT’S AVAILABLE, INCLUDING THINGS LIKE THEIR OBSERVATIONS, OR CONTEXTUAL FACTORS, OR QUALITATIVE REPORTS FROM TEACHERS, OR THINGS LIKE THAT TO TRY TO PAINT A HOLISTIC PICTURE OF STUDENTS, AND NOT JUST SAY SOMETHING LIKE, “THIS STUDENT IS POOR, “SO WE NEED TO DO X-Y-Z.” WELL, MAYBE THAT HAS NOTHING TO DO WITH– OR MAYBE THAT’S A CONTRIBUTING FACTOR, YOU KNOW, LIKE, LOOK AT THE DATA. BUT I THINK YOU’RE RIGHT THAT THEY’RE– IT’S NOT LIKE EVERY DATA POINT THAT A SCHOOL SOCIAL WORKER OR A TEAM IN A SCHOOL MIGHT USE WOULD BE SOMETHING THAT CAN BE EASILY PUT IN A SPREADSHEET OR A CHART.>>I MEAN, WHEN IT COMES TO INTERVENTION, KNOWING THAT THE OUTCOME OF AN INTERVENTION CAN BE PRETTY IMPACTFUL ON A STUDENT’S FUTURE, OR EVEN ACCESS TO OPPORTUNITY, I JUST WONDER, YOU KNOW– I GUESS I’LL HAVE TO THINK ABOUT THAT PARTICULAR AREA THAT I’M THINKING ABOUT A LITTLE BIT MORE, AND WE’LL HAVE MORE OPPORTUNITY TO DISCUSS THIS, RIGHT?>>MM-HMM.>>AND THEN I’M ALSO JUST THINKING IN GENERAL FROM A PERSPECTIVE OF SOCIAL WORK, LOOKING AT IT AS A MENTAL HEALTH SORT OF, YOU KNOW, DISCUSSION, PARENTS TYPICALLY BRING THEIR CHILD TO THE COUNSELOR IF THEY NEED TO– OR IF THEY HAVE ACCESS TO FUNDS IN ANOTHER AVENUE, IT MIGHT BE MORE OF A PRIVATE AVENUE TO BRING THEIR CHILD TO A COUNSELOR IF THEY NEEDED TO, OR WANTED TO– SO THERE’S SOME, LIKE, GRAY AREA HERE OF EXACTLY WHERE ARE WE GOING WITH THIS, AND IS THERE STILL PARENTAL NOTIFICATION AND CONSENT OF THE DATA BEING COLLECTED AND USED, AND PRECISELY– WHAT IF A PARENT JUST SAYS, YOU KNOW, “I DON’T “WANT MY CHILD TO HAVE ACCESS “TO THAT SERVICE “DURING THE SCHOOL DAY. IF WE THINK THAT MY CHILD NEEDS ACCESS TO THIS, THEN LET’S DO IT OUTSIDE OF THE SCHOOL DAY.” IS THAT SOMETHING WE WOULD HONOR AND RESPECT AND MAKE AVAILABLE? BECAUSE, YOU KNOW, IT’S A SCHOOL RECORD, RIGHT? THAT’S– I’M SORT OF JUST THINKING ABOUT CONFIDENTIALITY AND HOW WE ALL HONOR CONFIDENTIALITY IN A NUMBER OF AREAS OF OUR LIFE THAT HAVE NOTHING TO DO WITH WORK OR SCHOOL. SO I JUST WONDER ABOUT THAT, TOO. SO I THINK IN THE FUTURE, I’D LIKE TO KNOW, IS THERE CONSENT AROUND THE DATA THAT’S BEING COLLECTED? IS THERE CONSENT AROUND WHETHER OR NOT A PARENT KNOWS THAT THEIR CHILD IS ACCESSING SOCIAL WORK SERVICES AT SCHOOL? AND IS THERE A RECORD BEING KEPT? SO, YOU KNOW, JUST THAT THERE’S THAT CONSTANT COMMUNICATION WITH PARENTS THAT, YOU KNOW, MAYBE THAT PARENT DOES NOT WANT OR NEED THAT SERVICE IN AN EDUCATIONAL SETTING. NOT THAT IT WOULDN’T BENEFIT A STUDENT IF THEY DO.>>DO YOU HAVE INFORMATION ON THIS? OR– I’M FEELING LIKE THIS MIGHT BE ONE WE NEED TO RESEARCH A LITTLE BIT MORE. MY UNDERSTANDING IS THAT THERE’S STILL PARENTAL CONSENT INVOLVED IN THESE SORTS OF– WHEN A STUDENT IS RECEIVING SERVICES THROUGH SOCIAL WORK AT THE SCHOOL, BUT I THINK WE SHOULD DO A LITTLE BIT MORE RESEARCH, BECAUSE YOU ASKED A SERIES OF QUESTIONS ABOUT CONSENT AND COLLECTION THAT I THINK WE’LL DO MORE RESEARCH ON AND GET BACK WITH YOU.>>OKAY, THANK YOU. I’M GOING TO GO TO LUPE, AND THEN I’LL COME BACK TO MICHELLE.>>OKAY, WELL, FIRST OF ALL, I APPRECIATE THAT AFTER EIGHT YEARS, WE’RE REHASHING AND REVISITING THESE STANDARDS. HAVING WORKED IN SCHOOLS FOR AS LONG AS I DID, THESE WRAP-AROUND SERVICES– PEOPLE ARE CRYING FOR SOCIAL WORKERS, COUNSELORS, GYM TEACHERS, MUSIC TEACHERS, ART TEACHERS. SO THIS IS ONE COMPONENT THAT WILL HELP IN SCHOOLS. NOW, YOU– I LIKE THAT YOU IDENTIFY THE TWO KINDS OF SOCIAL WORKERS, BECAUSE IN MANY SCHOOLS WHERE I TAUGHT, WE HAD THE– WHAT DO YOU CALL THE SPECIAL ED SOCIAL WORKERS.>>SCHOOL SOCIAL WORKERS.>>OKAY, THE SCHOOL SOCIAL WORKERS. OKAY, WE HAD THE SCHOOL SOCIAL WORKERS, BUT WE DIDN’T HAVE THE REGULAR SOCIAL WORKERS. AND SO THEN IF I HAD A PROBLEM OR A CONCERN WITH A STUDENT, THE SCHOOL SOCIAL WORKER COULD NOT SEE THAT CHILD. AND SO THEN THE TEACHER HAD TO TAKE– DO THE BEST THAT THEY COULD WITH THE SITUATION. THEY DO COME TO US WITH MANY, MANY DIFFERENT KINDS OF SITUATIONS. MOST OF MY CAREER WAS IN INNER CITY SCHOOLS, AND I HAD TO BE MANY DIFFERENT– I WORE MANY HATS IN THE CLASSROOM. NOW, YOU KNOW, I AM THE CHAIRPERSON OF THE COMMITTEE TO HONOR CESAR ESTRADA CHAVEZ, A PERSON THAT TAUGHT SOCIAL JUSTICE, THAT WORKED SOCIAL JUSTICE, THAT COMMUNICATED, THAT EXPENDED, THAT TAUGHT, THAT– SO WE LIVE BY PRINCIPLES. AND SO HIS PRINCIPLES ARE VERY CLOSELY TO WHAT I’M READING ABOUT SOCIAL JUSTICE. SOCIAL JUSTICE IN TERMS OF THE DISTRIBUTION OF WEALTH, OPPORTUNITIES, AND PRIVILEGES WITHIN A SOCIETY. AND IT ALSO SAYS, “SOCIAL JUSTICE IS BASED “ON THE CONCEPTS “OF HUMAN RIGHTS “AND EQUALITY, “AND CAN BE DEFINED “AS THE WAY IN WHICH “HUMAN RIGHTS ARE MANIFESTED “IN THE EVERYDAY LIVES “OF PEOPLE AT EVERY LEVEL “OF SOCIETY.” AND SO I APPRECIATE THAT SOCIAL JUSTICE IS VERY MUCH A PART OF THE STANDARDS. ECONOMIC JUSTICE, I UNDERSTAND IT COMPLETELY. I WORKED WITH STUDENTS– THEY WERE HOMELESS, THEY DIDN’T HAVE A PLACE TO BATHE, THEY DIDN’T HAVE– THEY DIDN’T HAVE. AND SO IT WAS MY RESPONSIBILITY AS A TEACHER TO SEE IF I COULD GET THEM PERMISSION FROM THEIR PARENTS TO TAKE A SHOWER AT SCHOOL, BECAUSE MOST SCHOOLS IN MY AREA HAD A SHOWER, AND THEN I AS A TEACHER HAD TOWELS, HAD SOAP, HAD SHAMPOO, HAD TOOTHBRUSHES, HAD– I WOULD GO AND ASK DENTISTS, WHOMEVER, SO I COULD HAVE THOSE THINGS IN THE CLASSROOM. THAT’S ECONOMIC JUSTICE. SO I KNEW THOSE STUDENTS DIDN’T HAVE IT. WHEN A STUDENT SAT BY ONE– A STUDENT WHO HADN’T TAKEN A BATH FOR A WHILE, AND THEN THEY START COMPLAINING ABOUT THE STUDENT, THEN IT WAS MY RESPONSIBILITY TO HELP THAT STUDENT. SO STUDENTS COME TO US WITH MANY DIFFERENT LEVELS OF ECONOMIC SUPPORT. AND SO I UNDERSTAND EXACTLY WHAT YOU’RE TALKING ABOUT WHEN YOU SAY SOCIAL JUSTICE AND WHEN YOU TALK ABOUT ECONOMIC JUSTICE, BECAUSE OUR STUDENTS ARE– AND EACH AND EVERY ONE OF THOSE STUDENTS THAT COME TO OUR CLASSROOMS EVERY DAY, WE HAVE TO DIGNIFY AND RESPECT. AND SO IT’S VERY IMPORTANT THAT WE AS THE EDUCATORS AND FUTURE EDUCATORS– BECAUSE THESE PROGRAMS ARE GOING TO BE GOING INTO THE UNIVERSITIES AND COLLEGES– TO PREPARE THESE SOCIAL WORKERS. AND THE WORD, JUST, “SOCIAL WORKER.” SOCIAL. IT’S THE SOCIAL COMPONENT THAT THE STUDENT BRINGS TO THE CLASSROOM. AND SO I AM VERY HOPEFUL THAT THESE STANDARDS ARE GOING TO BE ACCEPTED. AT THE END OF THE DAY, PROBABLY, YOU KNOW, AS YOU GO, THERE’S GOING TO BE CHANGES, BUT I RESPECT THE FACT THAT THEY HAVE BEEN INITIATED. SO THANK YOU.>>THANK YOU, LUPE. AND NOW TO MICHELLE.>>I JUST HAVE A QUICK QUESTION. SO I SEE ON STANDARD SEVEN THAT, YOU KNOW, YOU TALK ABOUT IDEA AND MARSE AS HAVING AN UNDERSTANDING, BUT I’M WONDERING IF THERE WAS SOME DISCUSSION, OR IF IT COULD BE MORE EXPLICIT ABOUT THE LEGISLATION THAT WAS PASSED ON THE SEVEN FACTORS BEFORE SUSPENSION AND EXPULSION, BECAUSE I THINK THAT’S IMPORTANT THAT SOCIAL WORKERS UNDERST– BECAUSE IT SEEMS LIKE A LOT OF SCHOOLS DON’T UNDERSTAND THAT. I MEAN, IT’S STILL FAIRLY NEW. AND THEN THE RESTRAINT AND SECLUSION LAWS THAT SEEM TO HAVE– THERE’S SOME CONFUSION AROUND. SO I JUST WANT TO MAKE SURE THAT THAT WAS COVERED, CLEARLY COVERED AND NOT OVERGENERALIZED. AND I DID NOTICE THAT THIS SAYS THE NUMBER OF SCHOOL SOCIAL WORKERS. SO IT DOESN’T SAY THE NUMBER OF REGULAR SOCIAL WORKERS HAVE INCREASED. BECAUSE I KNOW, LIKE LUPE AND OTHERS HAVE SAID, THAT THERE’S A DIRE NEED. ESPECIALLY WITH MTSS AND RESTORATIVE JUSTICE, PEOPLE WANT TO DO THESE THINGS, BUT THEY JUST DON’T HAVE THE RESOURCES BECAUSE– THEY DON’T HAVE THE RESOURCES. AND I DON’T KNOW IF THERE’S ANY… ANYTHING. THE FINAL THING I WAS GOING TO SAY– I MENTIONED SELF-ADVOCACY. I NOTICE THERE’S A LOT OF– THE SOCIALS WORKERS DO THE ADVOCACY, BUT I THINK THE– WHETHER YOU CALL IT JUSTICE OR ADVOCACY– DOESN’T MATTER TO ME– THAT AS LONG AS PEOPLE UNDERSTAND THAT THEY’RE TAUGHT TO PARTICIPATE IN OUR DEMOCRACY AND TO ADVOCATE FOR THEMSELVES TO GET WHAT THEY NEED, AND BE ORGANIZED WITH OTHERS, OR WHATEVER IT IS– HOWEVER THEY DO IT, BY LEARNING WHAT THE LAWS ARE OR WRITING TO THEIR– I DON’T KNOW. I THINK IT’S IMPORTANT THAT THE STUDENTS THEMSELVES DEVELOP A– ADVOCATE– TO TEACH THEM TO ADVOCATE FOR THEMSELVES IN AN EFFECTIVE WAY. I THINK THAT’S CRITICAL. NOT JUST PEOPLE HELPING THEM, WHICH IS IMPORTANT, BUT EVEN MORE IMPORTANT IS THEY TAKE CONTROL. YEAH.>>OKAY, THANK YOU, MICHELLE. ANY OTHER COMMENTS, QUESTIONS FROM BOARD MEMBERS? OKAY. VENESSA, [ INDISTINCT ] AND SEAN, THANK YOU VERY MUCH FOR YOUR PRESENTATION. WE WISH YOU THE BEST AS YOU GO OUT FOR PUBLIC COMMENT, AND WE LOOK FORWARD TO REVISITING THESE AT THE OCTOBER STATE BOARD MEETING. NEXT ITEM ON THE COMMITTEE OF THE WHOLE MEETING IS A PRESENTATION ON SCHOOL FINANCE. IN THE SPRING OF– THIS IS THE THIRD IN A SERIES OF PRESENTATIONS ON THIS TOPIC. SO TODAY’S TOPIC IS ON SPECIAL EDUCATION FUNDING SUBCOMMITTEE REPORT. IN THE SPRING OF 2017, FORMER LIEUTENANT GOVERNOR BRIAN CALLEY CALLED FOR A SUBCOMMITTEE OF THE LIEUTENANT GOVERNOR’S SPECIAL EDUCATION REFORM TASKFORCE TO FOCUS ON SPECIAL EDUCATION FINANCE IN MICHIGAN SCHOOLS, PARTICULARLY WITH REGARD TO STUDENT OUTCOMES. AT THAT TIME, DR. SCOTT KOENIGSKNECHT WAS THE SUPERINTENDENT OF THE INGHAM INTERMEDIATE SCHOOL DISTRICT, AND HE SERVED AS A SUBCOMMITTEE CHAIR. SCOTT IS HERE TO SHARE INFORMATION THAT’S INCLUDED IN THIS REPORT. SCOTT, WE WELCOME YOU TO THE BOARD TABLE. WE LOOK FORWARD TO YOUR PRESENTATION, WHICH IS AN INFORMATIONAL ITEM AND DOES NOT REQUIRE ANY ACTION ON BEHALF OF THE BOARD.>>GREAT, THANK YOU. AND THANK YOU TO THE BOARD FOR ALLOWING ME TO SPEND SOME TIME THIS MORNING TALKING ABOUT SPECIAL ED FINANCE. IT’S VERY COMPLEX, BUT I THINK THE PRESENTATION WILL TRY TO MAKE THE COMPLEXES AS SIMPLE AS WE CAN MAKE THAT. I AM JOINED BY JOHN ANDREJACK AND SCOTT KEMMER-SLATER– THANK YOU– SCOTT KEMMER-SLATER, WHO WORK WITH THESE NUMBERS EVERY DAY. SO IF THERE ARE MUCH MORE TECHNICAL QUESTIONS THAN WHAT I CAN ANSWER, THESE TWO GENTLEMEN ARE CERTAINLY GOING TO BE ABLE TO HELP WITH THAT. SO A LITTLE CONTEXT ON THE INFORMATION THAT YOU RECEIVED. AS SHEILA SAID, I WAS SUPERINTENDENT AT THE INGHAM ISD, AND ALSO FORTUNATE ENOUGH TO SERVE ON LIEUTENANT GOVERNOR’S TASKFORCE FOR SPECIAL ED. AND WE DID A GREAT DEAL OF WORK, WORKED VERY CLOSELY WITH MICHELLE ON THAT TASKFORCE. ONE OF THE THINGS THAT WE DID WAS– IS COMMISSION A STUDY AND DO A STUDY AROUND FINANCE. THE LIEUTENANT GOVERNOR AT THE TIME HAD AN INTEREST IN IDENTIFYING THE SHORTFALL, AND THEN IN PARTICULAR, FOR US TO IDENTIFY WHAT HE CALLED, “AREAS IN NEED OF “FURTHER INVESTMENT.” AND SO THE REPORT THAT YOU RECEIVED HAS MORE INFORMATION THAN WHAT I’M GOING TO GO OVER REGARDING AREAS THAT WE FELT WERE GREAT NEEDS OF INVESTMENT. I WILL SAY, THOUGH, OUR NUMBER ONE NEED WAS EARLY ON, EARLY ON DOLLARS, SECTION 54D. AND WE’RE FORTUNATE TO BE SITTING IN A BUDGET YEAR, WHERE THE STATE HAS CONTRIBUTED $5 MILLION OF GENERAL FUND DOLLARS TO THE EARLY ON PROGRAM. BUT– SO THERE’S MORE INFORMATION IN HERE THAN JUST THE NUMBERS. I’M NOT GOING TO HIT THAT. BUT– SO WE STARTED WORKING IN THE SPRING OF 2017. AGAIN, WE WERE TASKED WITH IDENTIFYING THE SHORTFALL, QUANTIFYING THE SHORTFALL, AND IDENTIFYING AREAS IN NEED OF IMPROVEMENT. THE SUBCOMMITTEE THAT WORKED ON THIS WAS MYSELF. PAUL BODIYA, WHO WAS THE CFO AT MACOMB ISD. CHRISTY CALLAHAN, WHO WORKS FOR CLINTON RESA IN THE EARLY CHILDHOOD REALM. DAVE CAMPBELL IS A SUPERINTENDENT AT KALAMAZOO RESA. MIKE CONLIN IS A PROFESSOR OF ECONOMICS AT MICHIGAN STATE UNIVERSITY. BILL DRAKE IS A LEGISLATIVE ASSISTANT TO REPRESENTATIVE FRANK LIBERATI. FRANK SERVED ON THIS COMMITTEE AS WELL. CHRIS FRANK, CFO AT SAGINAW ISD. MARCIE LIPSITT, WHO IS AN ADVOCATE FROM THE EDUCATION WORLD. MARK McWILLIAMS ALSO SERVED ON THIS, REPRESENTING MICHIGAN PROTECTION AND ADVOCACY SERVICES. AND THE STAFF MEMBER WAS KIRSTIE SIELHOFF. SO, KIND OF GIVES YOU AN IDEA OF WHO DID THE WORK AND WHO WAS INVOLVED. THE DATA THAT I’M GOING TO SHARE WITH YOU REFLECT 2015-2016 NUMBERS, SO THIS IS A LITTLE BIT OLD. WHEN DR. ARSEN WAS HERE, HE MENTIONED A NUMBER THAT WAS UPDATED. IT WAS A LITTLE GREATER IN SCALE. I’LL GET TO THAT. SO THESE ARE PROBABLY CONSERVATIVE NUMBERS, GIVEN THE FACT THAT THIS IS DATA THAT’S NOW THREE YEARS OLD. AND AGAIN, WHAT I’M GOING TO SHARE WITH YOU IS A FAIRLY SIMPLE BALANCE SHEET, BUT YET, WITH SOME COMPLEX NUMBERS. SO ALL OF YOU IN YOUR PACKET SHOULD’VE RECEIVED A ONE-PAGER THAT LOOKS LIKE THIS. THE GRAPHIC IS CERTAINLY ON THE SCREEN. WHAT I’M GOING TO DO IS WALK YOU THROUGH THAT. AND IT IS A BALANCE SHEET OF SORTS. IT’S GOING TO EXHIBIT THE REVENUES ON THE SIDE OF SPECIAL ED FUNDING, AND THEN THE EXPENDITURES. AND WE’LL EVENTUALLY ARRIVE AT THE SHORTFALL THAT WE KNOW EXISTS. SO WITH THAT, I’M GOING TO START TO WALK YOU THROUGH. I WILL ENTERTAIN QUESTIONS AS WE GO THROUGH. IF YOU WANT TO WAIT ‘TIL THE END, THAT’S FINE, AS WELL. SO ON TOP OF THE ONE-PAGER ARE OUR FEDERAL REVENUES. WE SPEND AND RECEIVE OUT OF THREE POTS OF MONEY IN SPECIAL ED. ONE BEING THE FEDERAL POT, ONE BEING THE STATE POT, ONE BEING THE LOCAL POT. SO WE’RE GOING TO START WITH FEDERAL REVENUES. AND THE FEDERAL DOLLARS THAT WE GET UNDER IDEA AMOUNT TO ABOUT $363 MILLION. WE ALSO RECEIVE MEDICAID FUNDS FROM THE FEDERAL GOVERNMENT TO THE TUNE OF ABOUT $109,000. AND THOSE MEDICAID FUNDS ARE PASSED ON TO LOCAL SCHOOL DISTRICTS. SO THE TOTAL COST– YES.>>MILLION. 109 MILLION.>>MILLION– SORRY, YES. SO THE TOTAL COST– OR TOTAL REVENUES THAT WE RECEIVE FROM THE FEDERAL GOVERNMENT IS AROUND $473 MILLION. EXCUSE ME, YES. WHEN IDEA WAS CREATED– WHEN CONGRESS– IN 1975, THEY PLEDGED TO FUND 40% OF THE COST OF SPECIAL ED. AND THEY’RE FAR FROM IT. OUR MOST RECENT ESTIMATES IS THAT RIGHT NOW, THE FEDERAL GOVERNMENT’S FUNDING ABOUT 15% OF OUR COSTS. AND SO, WE KNOW ON THE FEDERAL SITE THAT WHAT THEY PLEDGED IN 1975 ISN’T NECESSARILY COMING TO FRUITION. AND SO THOSE THREE NUMBERS REPRESENT THE TOP THREE NUMBERS, AGAIN, ON THE BALANCE SHEET, IN TERMS OF WHAT WE RECEIVE FROM IDEA THAT GOES TO LOCAL DISTRICTS, AS WELL AS MEDICAID FUNDS THAT ARE PASSED ON TO LOCAL DISTRICTS. ACCESS TO STATE REVENUES. THIS GETS A LITTLE MORE COMPLEX. THERE ARE MANY POTS OF REVENUES, ALL UNDER THE SECTION 50’s, WITHIN THE SCHOOL AID BUDGET. AND SO I’M JUST GOING TO START TO WALK YOU THROUGH THEM. AGAIN, IF YOU HAVE QUESTIONS, I WILL CERTAINLY FIELD THEM. SO THE FIRST POT OF REVENUES ON THE STATE SIDE IS SECTION 51A2, AND THIS IS THE FOUNDATION ALLOWANCE FOR CHILDREN WITH DISABILITIES. SO, IN THE SPECIAL ED WORLD, A STUDENT WITH A DISABILITY IS FUNDED EITHER AT THE FOUNDATION ALLOWANCE, OR AT 28% OF THE EXPENSE ASSOCIATED WITH THEIR REIMBURSEMENT, WHICHEVER IS GREATER. I’M GOING TO SAY THAT ONE MORE TIME. SO A CHILD WITH A DISABILITY IS FUNDED AT ONE OF TWO LEVELS. THE FOUNDATION ALLOWANCE, OR 28% OF THE EXPENSES ASSOCIATED WITH THEIR SERVICES. WHICHEVER IS GREATER OF THE TWO. SO THIS PARTICULAR POT REPRESENTS THE FOUNDATION ALLOWANCE FOR CHILDREN WITH DISABILITIES IN THE STATE OF MICHIGAN, AND IT AMOUNTS TO ABOUT $263 MILLION. AGAIN, I’M NOT GOING TO GO THROUGH ALL OF THE ZEROS. SO THIS IS THE FOUNDATION ALLOWANCE ASSOCIATED WITH CHILDREN WITH DISABILITIES IN THE STATE OF MICHIGAN. BELOW THAT, SECTION 51A3 IS ABOUT $1 MILLION, AND THIS IS A POT OF MONEY THAT GOES TO APPROXIMATELY– LET ME MAKE SURE I HAVE MY NUMBER OF DISTRICTS CORRECT. GOES TO APPROXIMATELY 53 DISTRICTS TO HOLD THEM HARMLESS WITH REGARD TO THEIR REVENUES, SO THAT THEIR REVENUES DO NOT FALL BELOW THE PRIOR LEVEL OF WHAT THEY WERE FUNDED AT 1997. SO IT’S A HOLD HARMLESS PROVISION. IT’S A SMALL POT OF MONEY. AND AGAIN, ABOUT 53 DISTRICTS TAP THIS POT TO MAKE SURE THAT THEY’RE NOT RECEIVING LESS MONEY TODAY THAN WHAT THEY WERE RECEIVING IN 1997. NEXT LINE IS 51A6. THIS IS A LITTLE OVER $2 MILLION, AND THIS, TOO, HAS SOME HISTORY ASSOCIATED WITH IT. THIS GOES BACK TO 1987. SO THERE WAS A RULES PACKAGE THAT WAS PASSED AND APPROVED IN 1987 THAT INCREASED THE COSTS FOR SOME DISTRICTS TO PROVIDE PROGRAMS IN THEIR DISTRICTS. SO THE DEAL WAS, IS IF THIS RULES PACKAGE PASSED AND THERE WAS AN INCREASE IN COST TO YOU, THEY WOULD BE ABLE TO TAP THIS PARTICULAR LINE TO BE REIMBURSED FOR THOSE INCREASED COSTS. THERE ARE ABOUT 18 DISTRICTS THAT HIT THIS PARTICULAR LINE ITEM. SO AGAIN, TO THE TUNE OF ABOUT $2.2 MILLION. BELOW THAT, WE HAVE SECTION 51A11. THIS ONE HERE IS– PAYS THE FOUNDATION ALLOWANCE FOR SECTION 53A PUPILS. AND THESE ARE, IN THE SPECIAL ED WORLD, WHAT WE CALL COURT-PLACED PUPILS. SO THESE ARE PUPILS THAT ARE PLACED IN EITHER A JUVENILE DETENTION FACILITY, A CHILDCARE FACILITY, OR A FACILITY THAT’S RUN BY DHHS. SO THIS IS THE FOUNDATION ALLOWANCE ASSOCIATED WITH SOME OF THOSE. AT INGHAM ISD, WE PROVIDED THE EDUCATIONAL SERVICES FOR HIGHFIELDS, IF YOU’RE FAMILIAR WITH THAT PROGRAM. AND SO THAT WOULD BE AN EXAMPLE OF ONE OF THESE TYPES OF SETTINGS. AGAIN, THE FOUNDATION ALLOWANCE FOR THE STUDENT, THAT LINE ITEM IS ABOUT 3– OR STUDENTS– THAT LINE ITEM IS ABOUT $3.8 MILLION. THIS IS THE LARGEST CHUNK OF THE REIMBURSEMENTS– OR OF THE REVENUES– ON THE REVENUE SIDE. THIS IS THE 28%. WHEN YOU HEAR ABOUT STUDENTS THAT ARE– THAT WE REIMBURSE FOR 28% OF THEIR COSTS, THIS IS THE POT. $624 MILLION. THIS GOES BACK TO A COURT DECISION BACK IN THE LATE ’90’s CALLED THE RANT, IF YOU REMEMBER THOSE DAYS OR ARE FAMILIAR WITH THOSE DAYS. AND IT SAYS THAT THE STATE REIMBURSES 28% OF THE SPECIAL ED EXPENSES. AND ON THE TRANSPORTATION SIDE, THEY REIMBURSE 70%. AND YOU’RE GOING TO SEE A LITTLE MORE ABOUT TRANSPORTATION HERE SHORTLY. BUT THIS IS THE LARGEST POT WITH REGARD TO THE REVENUES. SECTION 56, AGAIN, ANOTHER SECTION OF THE BUDGET. THIS REALLY DEALS WITH– TRIES TO DEAL WITH EQUALIZATION. SO THESE DOLLARS GO TO SOME INTERMEDIATE SCHOOL DISTRICTS TO TRY TO HELP EQUALIZE FUNDING ACROSS ISDs. AND I’M GOING TO SHOW YOU WHAT THAT LOOKS LIKE. SO THE PURPOSE OF THIS IS TO SUPPLEMENT THEIR ISD MILLAGE, PROVIDING FOR LOWER FUNDED ISDs WITH SOME EXTRA FUNDS. AND ISDs RECEIVE GREATER PAYMENTS FOR HAVING LESS VALUABLE PROPERTY TO TAX AND HIGHER LOCAL TAX RATES. SO THERE’S A VERY COMPLEX FORMULA THAT’S ASSOCIATED WITH IT. AND THERE ARE, AT ANY TIME, I WOULD SAY BETWEEN 15 AND 20 DISTRICTS THAT RECEIVE THESE $56, GIVE OR TAKE 15 TO 20 DISTRICTS. SOME DISTRICTS COME IN FORMULA, SOME DISTRICTS GO OUT OF FORMULA. BUT THE IDEA OF THESE EQUALIZATION DOLLARS IS TO TRY TO EQUALIZE FUNDING AT LOCAL– AT THE ISD LEVEL. LOCAL ISD LEVEL. SECTION 53, THIS IS THE FOUNDATION ALLOWANCE FOR– OF THE APPROVED COSTS MINUS THE FOUNDATION ALLOWANCE. AND SO WE TALKED ABOUT ONE OF THE PRIOR LINES BEING THE FOUNDATION ALLOWANCE FOR THE COURT-PLACED PUPILS. THIS PARTICULAR LINE COVERS THE REST OF THE COSTS. THE EXCESS COSTS ABOVE AND BEYOND THE FOUNDATION. AGAIN, ABOUT $10.5 MILLION. SO THE TOTAL STATE REVENUES, IF YOU’RE FOLLOWING ALONG ON THE BALANCE SHEET, ADD UP TO ABOUT $943 MILLION. WE’VE SEEN THE FEDERAL REVENUES. THEY LINE UP AT ABOUT $473 MILLION. SO WE HAVE ONE MORE POT OF REVENUES TO TAKE A LOOK AT, AND THAT’S THE LOCAL REVENUES. AND WHEN I SAY LOCAL, AGAIN, I MEAN ISDs. SO ISDs HAVE SPECIAL ED MILLAGES, AND THEY LEVY THESE MILLAGES TO PAY FOR SPECIAL ED SERVICES WITHIN THEIR DISTRICTS. THERE IS A CAP ON WHAT ISDs CAN LEVY FOR THEIR MILLAGE, AND IT CANNOT EXCEED 1.75 TIMES THEIR 1993 RATE. THESE HAVE TO BE APPROVED BY THE RESIDENTS IN THE ISDs. THEY GET– THIS GETS VERY COMPLEX, IN THAT ALL ISDs HAVE DIFFERENT TAXABLE VALUES, AND THEY ALSO HAVE DIFFERENT TAX LEVIES. AND THIS CREATES TREMENDOUS INEQUITIES. AND I’M GOING TO GIVE YOU A VERY CONCRETE EXAMPLE OF THAT. BEFORE I DO THAT, THOUGH, IF YOU ADDED UP ALL 56 ISD SPECIAL ED MILLAGES, THAT NUMBER AMOUNTS TO $959 MILLION AND SOME CHANGE. SO IF YOU LOOK AT THE DIFFERENCES LEADING TO INEQUITY, ON THIS PARTICULAR SLIDE, WHAT WE SEE IS THE DIFFERENCES IN THESE ISD MILLAGES. AND IT’S THE MIDDLE BOX. PROBABLY CANNOT READ THAT. I WILL TRY TO WALK YOU ACROSS THAT MIDDLE BOX. IT SAYS SPECIAL EDUCATION AND THEN MILLAGE. THE AVERAGE MILLS LEVIED ACROSS ISDs IS 2.95. THE MEDIAN IS 2.4958. I’M JUST WALKING TO THE RIGHT. AND HERE’S WHERE SOME OF THE INEQUITIES EXIST. THE HIGHEST LEVYING ISD IN THE STATE OF MICHIGAN LEVIES ABOUT 6.2764 MILLS. OVER 6 MILLS FOR SPECIAL ED. IF YOU GO FURTHER TO THE RIGHT, THE LOWEST LEVYING ISD LEVIES 0.6329. SO YOU CAN SEE, JUST ON THE DEBT LEVY ITSELF, THERE’S A DRASTIC DIFFERENCE BETWEEN WHAT ISDs LEVY, FROM THE HIGHEST TO THE LOWEST. IF YOU MULTIPLY THAT TIMES THE TAXABLE VALUES OF THOSE TWO ISDs, THE HIGHEST SPECIAL EDUCATION LEVYING ISD GENERATES ABOUT $1,725 PER PUPIL. THE LOWEST LEVYING ISD IN SPECIAL ED GENERATES $162 PER PUPIL. SO JUST BECAUSE OF WHERE YOU’RE BORN, AT THE LOCAL LEVEL, THERE’S A DIFFERENCE OF ABOUT $1,500 PER PUPIL WITH REGARD TO ISD MILLAGES. IT’S JUST INHERENT TO THE SYSTEM THAT WE HAVE. BUT YOU CAN SEE WHERE THE INEQUITIES CERTAINLY CAN EXIST. SO TOTAL REVENUES. IF YOU’RE STILL FOLLOWING ALONG ON THE BALANCE SHEET, WE KNOW THAT THE TOTAL REVENUES AVAILABLE FOR SPECIAL ED IN MICHIGAN IS A LITTLE OVER $2.3 BILLION. WE’VE GOT LOCAL REVENUES AT 959. STATE REVENUES AT 943. FEDERAL REVENUES AT 473. AGAIN, ADDING THEM UP, ALL EQUAL ABOUT $2.3– ALMOST $2.4 BILLION. SO, QUESTIONS ON THE REVENUE SIDE? LUPE.>>LUPE.>>SO THEN– OKAY, SO THERE’S INEQUITIES IN THE LOCAL LEVEL BECAUSE OF THE PROPERTY TAX. BUT– OKAY, BUT THIS IS THE AMOUNT IN THE STATE THAT– IS THIS THE AMOUNT THAT IS ALLOCATED TO THE STUDENTS IN THE FEDERAL, STATE, AND LOCAL?>>YEP, IF YOU ADD UP–>>SO HOW MUCH MONEY DOES EACH STUDENT GET OUT OF THIS POT, OUT OF THE TOTAL POT?>>THAT’S GOING TO VARY BY STUDENT, BY LOCAL SCHOOL DISTRICT, BY ISD. THERE ISN’T ONE SINGLE AMOUNT THAT EVERY SINGLE CHILD WITH A DISABILITY GETS. IT’S DEPENDENT UPON THE SERVICES THEY NEED. DEPENDENT UPON THE ISD IN WHICH THEY LIVE. THERE’S A LOT OF VARIABLES.>>BUT DOES THE– OKAY, SO THERE’S INEQUITIES, AND I UNDERSTAND LOCALLY THE INEQUITIES. BUT THE OTHER POTS OF MONEY THAT THE SCHOOL DISTRICTS ARE ALLOCATED THE SAME. OR DEPENDING ON THE NEEDS OF THE STUDENTS, OR– HOW IS THIS– ALL THIS MONEY ALLOCATED, THEN?>>SO THE FEDERAL DOLLARS ARE ALLOCATED BASED UPON A FORMULA, BOTH ON THE IDEA SIDE AND ON THE MEDICAID SIDE. IT’S A FAIRLY COMPLEX FORMULA. INTERESTING THING IS, OF THE THREE FACTORS THAT GO INTO THE FORMULA, NONE OF THEM HAVE TO DO ANYTHING WITH SPECIAL ED. AND SO THOSE DOLLARS THEN GO TO THE ISD. ISDs ALLOCATE THOSE DOLLARS DIFFERENTLY AS WELL, DEPENDING UPON THE FUNDING PLAN WITHIN THE ISD. AND SO THERE IS NO ONE WAY TO GET TO A VERY SPECIFIC NUMBER.>>CAN I ADD ONTO THAT?>>NIKKI.>>SO THERE IS A WAY TO GET TO THE SPECIFIC NUMBER OF THE INEQUITY AT THE LOCAL LEVEL, BUT THERE ISN’T A WAY TO GET TO A SPECIFIC NUMBER OF HOW THE DIFFERENCES VARY IN TERMS OF FEDERAL DOLLARS GO TO, MAYBE, THE DISTRICT THAT NEEDS IT MORE? IS THAT– MY UNDERSTANDING IS THAT THAT’S NOT NECESSARILY TRUE.>>ALL ISDs HAVE DIFFERENT– 56 DIFFERENT ISDs, 56 DIFFERENT FUNDING PLANS, AND THE IDEA DOLLARS GO THROUGH THE ISDs. THEY DISPERSE THEM.>>SO COULD WE HAVE ACCESS TO EXACTLY WHAT IDEA’S GOT, EACH ONE, EACH ISD?>>YEP, WE HAVE THAT.>>BECAUSE IT WOULD BE GOOD TO KNOW, I THINK, HOW THAT BALANCES OUT THE LOCAL INEQUITY.>>WE HAVE THAT.>>OKAY.>>SO LET’S MOVE ON TO THE EXPENDITURE SIDE. SO IN THE SPECIAL ED WORLD, WE COMPLETE– DISTRICTS AND ISDs COMPLETE TWO REPORTS. ONE IS CALLED THE SE-4096. ONE IS CALLED THE SE-4094. AND, BASICALLY, WE TALLY UP OUR EXPENSES RELATED TO SPECIAL ED. AND WE SUBMIT THOSE TO THE DEPARTMENT, TO JOHN AND TO SCOTT AND THEIR TEAM, ON A YEARLY BASIS. THOSE REPORTS ARE DUE IN SEPTEMBER. AND SO IF YOU LOOK AT THE SPECIAL ED 4096 COSTS, THE FIRST LINE THAT ARE ASSOCIATED WITH CHILDREN WITH DISABILITIES WHO AREN’T COURT-PLACED PUPILS– THERE’S TWO LINES. THIS IS THE BULK OF OUR STUDENTS. THE EXPENSE ASSOCIATED WITH THOSE STUDENTS, AS REPORTED BY OUR LOCALS AND ISDs, IS A LITTLE OVER $2.4 BILLION. AGAIN, THOSE ARE STUDENTS WITH DISABILITIES WHO ARE NOT COURT-PLACED. AND AGAIN, THE EXPENSE, ABOUT $2.4 MILLION– BILLION, EXCUSE ME. THE LINE BELOW THAT, WE’LL GO BACK TO COURT-PLACED PUPILS. AND SO THESE ARE SECTION 53 STUDENTS, WHO ARE COURT-PLACED. THE EXPENSES ASSOCIATED WITH THEM, AS REPORTED BY EITHER ISDs OR LOCALS, IS ABOUT $13 MILLION. SO THOSE ARE THE FIRST TWO EXPENSES THAT I REPORTED. I MENTIONED TRANSPORTATION. MANY OF OUR STUDENTS WITH DISABILITIES ARE TRANSPORTED TO AND FROM SCHOOL. AND THE COST ASSOCIATED WITH THAT TRANSPORTATION IS REPORTED ON WHAT’S CALLED THE SE-4094. THAT PARTICULAR EXPENSE IS ABOUT $235 TO TRANSPORT OUR STUDENTS WITH DISABILITIES TO AND FROM SCHOOLS. AND THEN THE FINAL EXPENSE THAT WE HAVE ARE FEDERAL DOLLARS THAT WE SAW AS A REVENUE. WE HAVE TO OBVIOUSLY MARK THOSE FEDERAL DOLLARS AS AN EXPENSE BECAUSE WHAT GOES IN, THEN GOES BACK OUT. AND THAT, AGAIN, IF YOU CROSS REFERENCE THAT AS THE $363 MILLION. AND SO IF YOU ADD THOSE EXPENSES UP, THE TOTAL EXPENDITURES ARE A LITTLE OVER $3 BILLION. AND WE KNOW THAT THE REVENUE AMOUNT, GOING BACK, IS THE SECOND LINE. A LITTLE OVER 2.4 BILLION. SO THE SHORTFALL AMOUNTS TO ABOUT $692 MILLION. ALMOST $700 MILLION. AGAIN, IF DR. ARSEN WERE HERE, I THINK HE CRUNCHED SOME OF THESE NUMBERS. I THINK AS WE SIT HERE TODAY, THAT THAT NUMBER PROBABLY IS OVER 700 MILLION. I CAN’T GUARANTEE THAT. BUT JUST PICKING UP ON SOME OF THE COMMENTS THAT HE MADE, IT PROBABLY HAS CREPT ABOVE THAT 700 MILLION LINE. SO WHAT DOES THIS MEAN? IT MEANS THAT WE’RE FUNDING SPECIAL ED RIGHT NOW IN MICHIGAN AT ABOUT 77% OF THE COSTS. SO THE STATE AND FEDERAL AND LOCAL REVENUES EQUATE TO ABOUT 77%. THAT LEAVES 23% UNFUNDED. 23% UNFUNDED. BUT, AS YOU KNOW, WITH SPECIAL ED, THESE ARE SERVICES THAT THESE CHILDREN ARE GUARANTEED BY LAW. AND SO THOSE DOLLARS HAVE TO COME FROM SOMEWHERE. AND THOSE DOLLARS COME FROM LOCAL DISTRICT GENERAL FUNDS. AND THIS, TOO, IS AN EQUITY ISSUE. ON AVERAGE, ABOUT $459 OF EVERY FOUNDATION IS USED TO COVER THE SHORTFALL. AND DR. ARSEN– AND, AGAIN, HE MENTIONED A LITTLE OVER 500. SO, AGAIN, I’M PRETTY SURE HE’S UPDATED THESE NUMBERS. AND THAT’S ON AVERAGE. AND IF YOU THINK ABOUT DISTRICTS WITH A HIGHER POPULATION OF SPECIAL ED STUDENTS, THAT’S AN EQUITY ISSUE, BECAUSE THOSE DISTRICTS ARE HAVING TO USE MORE OF THE 459’s THAN PERHAPS DISTRICTS WHO HAVE A LOWER POPULATION OF CHILDREN WITH DISABILITIES. SO, WE KNOW IT’S ABOUT $459 OF EVERY FOUNDATION TO COVER THE SHORTFALL. IF YOU BOIL THE NUMBERS DOWN TO ACTUAL FTEs, WE KNOW THAT THERE ARE ABOUT 200,000 STUDENTS WITH IEPs IN THE STATE OF MICHIGAN. SOME ARE A FULL FTE, SO FULL TIME SPECIAL ED. SOME ARE A SMALL PORTION. IF THEY HAVE A SPEECH AND LANGUAGE IMPAIRMENT, PERHAPS, THEY MAY BE .14. SO IF YOU BOIL THOSE 200,000 IEPs TO TRUE FTEs, THERE IS ABOUT 60,000 FTEs. AND IF YOU SIMPLY TAKE THE 692 MILLION, DIVIDE IT BY 60,000, WE’RE UNDERFUNDING ABOUT 11,498 PER SPECIAL EDUCATION FTE, IF WE’RE LOOKING TO BREAK EVEN. AND SO, AS WE BOIL THE NUMBERS DOWN, THAT’S REALLY WHAT WE’RE TALKING ABOUT. SO I WOULD ENTERTAIN QUESTIONS, IF YOU HAVE THEM. AGAIN, IF THEY’RE TECHNICAL, I’M GOING TO YIELD TO MY COLLEAGUES TO THE RIGHT.>>OKAY, WE’LL START WITH MICHELLE.>>THANK YOU, NATE. THIS IS REALLY CRITICAL. I THINK THESE ISSUES HAVE BEEN BROUGHT UP, BUT WHAT WE NEED IS– WE NEED ACTION BY THOSE WHO CONTROL THE FUNDING MECHANISMS TO STEP FORWARD. I ALSO THINK IT’S IMPORTANT– I WORK ON A TASK FORCE– JUST LOOKING AT THE DETROIT SCHOOLS SPECIAL ED. AND I’M TALKING TO PAM ABOUT SOME CONCERNS THAT ARE PROBABLY EVEN GREATER IN THE FLINT AREA. SO, THE– SO ONE THING THAT CAME OUT OF THIS, WHICH WAS SHARED BY RANDY LIEPA AND JOHN [ INDISTINCT ]. SO IT WAS A VERY INTERESTING GROUP OF FOLKS FROM BUSINESS, YOU KNOW, BOTH SIDES OF THE AISLE DISCUSSION. BUT EVERYONE UNDERSTOOD THAT IN DETROIT, THERE WAS A STRUCTURAL DEFICIT THAT WAS NOT ADDRESSED WITH THE FUNDING THAT CAME THROUGH TO SUSTAIN THE DISTRICT WHEN IT WAS IN SUCH FINANCIAL STRAITS. AND SO, BECAUSE WE ARE SATURATED BY CHARTER SCHOOLS, THAT IF YOU LOOK AT THE FTEs, DO NOT PROVIDE THE SERVICES. ESPECIALLY FOR SOME OF THE MORE HIGHER NEED CHILDREN. THE DATA JUST [ INDISTINCT ] THAT OUT. SO WHAT HAPPENS IS, YOU HAVE A HIGHER CONCENTRATION OF THE DETROIT– OF THE KIDS WITH SPECIAL NEEDS IN THE GENERAL ED SETTING, IN THE DETROIT TRADITIONAL PUBLIC SCHOOLS, WHICH WERE, YOU KNOW, STRUGGLING FINANCIALLY ANYWAY. AND SO– AND I’VE TALKED TO PRINCIPALS WHO SAID, YOU KNOW, EVEN THOUGH THERE’S THINGS ON THE IEP THAT SAYS THEY’RE GOING TO GET ALL THESE SERVICES, THEY JUST DON’T HAVE THE RESOURCES TO PROVIDE THE SERVICES. SO IT CREATES ALL SORTS OF COMPLAINTS AND ISSUES– A STRAIN. I REALLY BELIEVE THAT NO ONE AROUND THAT TABLE WANTS TO DENY A KID WHO NEEDS SERVICES, SERVICES. BUT WHEN THE MONEY IS NOT THERE, IT PUTS EVERYBODY BETWEEN A ROCK AND A HARD PLACE. AND SO– BUT THE CONCERN IS, THERE’S SORT OF A PUSHING OF KIDS, FOR WHATEVER REASONS. I MEAN, I DON’T KNOW, YOU KNOW, BUT I THINK THERE’S INCENTIVES, FINANCIALLY, NOT TO TAKE KIDS THAT ARE HIGH NEEDS. NOBODY WANTS THEM. I MEAN, I WAS AT A DETROIT MAGNET SCHOOL. MY SON WAS KICKED OUT THE FIRST DAY OF KINDERGARTEN. IT WAS A REGULAR DETROIT PUBLIC SCHOOL. BUT IT WAS A MAGNET SCHOOL. IT HAD A WAITING LIST TO GET IN. AND THEY OPERATE AS A PRIVATE SCHOOL. AND I MENTIONED THIS BEFORE. WE THEN CALLED 35 DIFFERENT CHARTER SCHOOLS, AND THEY ALL DENIED HIM. SAID, “WE DON’T HAVE “SERVICES FOR HIM. “GO SOMEWHERE ELSE.” SO, WE ENDED UP BACK IN THE TRADITIONAL PUBLIC SCHOOLS. AND IT’S JUST– THEY ARE ESTIMATED– I’VE HEARD DIFFERENT ESTIMATES. THAT IT LEAVES DETROIT WITH– THE LOWEST ESTIMATE IS LIKE 20 MILLION A YEAR, HIGHEST ESTIMATE IS $60 MILLION A YEAR OF STRUCTURAL DEFICIT THAT IS BUILT IN EVERY YEAR BECAUSE THEY HAVE TO PROVIDE THESE SERVICES. AND A LOT OF PEOPLE ARE NOT GETTING SERVICES THAT THEY SHOULD, I THINK, BECAUSE OF THE FINANCIAL STRAIN. NOW I SAY THAT AND LOOK AT FLINT. SO, IN FLINT– NOW GENESEE COUNTY, I BELIEVE, IS THE ONE THAT THE ISD GETS THE LOWEST AMOUNT OF MONEY FOR THE MILLAGE. I THINK THAT WAS THE ONE. NO?>>IT IS NOT.>>IT’S NOT? OH, I THOUGHT IT WAS.>>NOT BASED UPON THE DATA THAT WE HAVE.>>OKAY, ALL RIGHT. BUT IT’S NOT VERY HIGH. I WOULD ASSUME GENESEE COUNTY IS PROBABLY–>>I DON’T’ HAVE A LIST OF THEIR MILLAGE RATES, BUT I CAN GET THAT.>>I REMEMBER LOOKING AT IT BEFORE AND IT WAS PRETTY LOW, BASED ON THEIR HOUSING VALUES. AND SHE’S SAYING THAT RIGHT NOW THEY HAVE– IT’S ESTIMATED THEY HAVE– ABOUT 22% OF THEIR POPULATION HAS IEPs, AND EXPECTED TO GROW TO 30. WHERE THEY DON’T HAVE– SO THE SYSTEM IS BUILT– IT’S A STRUCTURAL ISSUE THAT WE HAVE. WITH PROP A AND THE FUNDING MECHANISMS THAT WE HAVE, AND JUST HOW WE UNDERFUND SPECIAL EDUCATION IN GENERAL. SO I’M PARTICULARLY CONCERNED ABOUT HOW TO INCENTIVIZE PEOPLE TO– OR INSTITUTIONS– TO WANT TO PROVIDE– OR TO MAKE IT EASIER FOR THEM TO PROVIDE THESE SERVICES. I ALSO THINK A LOT OF THE HIGH STAKES STANDARDIZED TESTS, I’VE SEEN THAT TOO, WHERE KIDS GET PUSHED OUT BECAUSE THEY’RE AFRAID THEIR TEST SCORES– THEY’RE HARDER TO TEACH. THEIR TEST SCORES ARE NOT GOING TO BE, YOU KNOW, MAYBE NOT HAS HIGH AS OTHERS. SO, THERE’S THESE BUILT IN DISINCENTIVES THROUGHOUT THE WHOLE SYSTEM. SO I THINK THERE NEEDS TO BE A REAL COMPREHENSIVE LOOK AT OUR SPECIAL EDUCATION. AND I KNOW THAT THERE’S EFFORTS BEING MADE TO TRY TO DO THAT. BUT THE BOTTOM LINE IS THAT IT NEEDS MORE FUNDING. THAT’S THE FIRST CLEAR THING THAT– AND WE NEED LEADERS TO STEP UP AND TO PUSH FOR THAT. SO, THANK YOU FOR LISTENING TO MY LONG…>>OKAY, THANK YOU, MICHELLE. NOW MOVE OVER TO TOM.>>THANKS FOR THE PRESENTATION. SO, WHEN I LOOK AT THIS ONE SLIDE JUST BEFORE THE LAST ONE– FOR QUESTIONS, IT MENTIONS APPROXIMATELY 23% IS UNDERFUNDED. AND IT SAYS– THE LAST BULLET POINT IS, WE ARE UNDERFUNDING BY $11,500 PER SPECIAL ED FTE. SO DOES THAT MEAN WE– SO THE 23% REPRESENTS 11,500?>>11,500 IS–>>THAT WOULD MEAN THAT WE’RE FUNDING THEM BY ABOUT $33,000.>>SO THE 11,498 IS SIMPLY TAKING THE $692 SHORTFALL.>>RIGHT.>>DIVIDING THAT 60,209 SPECIAL ED FTE.>>RIGHT.>>AND THAT GETS TO $11,498 PER SPECIAL ED FTE PUPIL.>>SO WHAT ARE WE FUNDING PER FTE?>>THAT, AGAIN, IS GOING TO VARY DEPENDING UPON–>>WELL, BUT THE AVERAGE. I MEAN, BECAUSE IF WE’RE UNDERFUNDING 23% AND IT’S 11,500, THAT MEANS THAT WE’RE FUNDING THE RECIPROCAL, OR 77%. SO THAT WOULD BE THREE TIMES THAT AMOUNT. ABOUT $33,000 ON AVERAGE.>>I HAVEN’T DONE THE MATH IN MY MIND. BUT, YES, I THINK YOU’RE FOLLOWING THE SAME METHODS.>>SO, I MEAN, IF WE’RE– I KNOW THAT THAT MAY NOT SEEM LIKE A LOT OF MONEY, BUT IT SEEMS TO ME LIKE IT’S A PRETTY GOOD AMOUNT. IS THERE A WAY TO USE THAT MONEY MORE WISELY?>>TOM, ARE YOU SAYING $33,000 PER PUPIL, PER YEAR?>>PER PUPIL, PER FTE.>>PER FTE.>>PER FTE. SO, IF THAT’S THE CASE, I MEAN, AND I KNOW THAT IT’S NOT– WHAT IS IT? 200,000 TOTAL IN FTE IS ABOUT–>>WITH IEPs. 200,000 STUDENTS WITH IEPs.>>RIGHT. SO, OKAY. DIVIDED BY THREE. SO, IT’S ABOUT 10,000. SO, I GUESS I’M JUST LOOKING AT, ARE THERE BETTER– ARE THERE WAYS TO USE THAT MONEY MORE WISELY? IT’S A LOT OF MONEY. AND SO, I DON’T KNOW–>>THE NEEDS VARY.>>IF THERE’S A WAY TO– THROUGH– YOU KNOW, I KNOW IT’S A BAD WORD IN SOME AREAS, BUT CHOICE OR SOME WAY THAT A PARENT CAN SAY, YOU KNOW, “THIS MONEY WOULD BE BETTER “USED THIS WAY FOR MY CHILD, “I BELIEVE.” I DON’T KNOW. IS THERE ANY ATTEMPTS, INSTEAD OF JUST LOOKING AT MORE MONEY, BUT SPENDING THE MONEY BETTER.>>SO, I’M GOING TO ANSWER THAT A COUPLE WAYS. FIRST, I’M GOING TO GO BACK– JUST THAT ALL– EVERY CHILD WITH AN IEP IS UNIQUE, AND THEIR NEEDS ARE VERY, VERY DIFFERENT. AGAIN, YOU CAN HAVE A CHILD WHO HAS A SPEECH AND LANGUAGE IMPAIRMENT THAT MAY RECEIVE A HALF HOUR A WEEK OF SPEECH THERAPY, AND THEN WITHIN FIVE OR SIX MONTHS, THEN THEY NO LONGER QUALIFY. YOU HAVE THAT. I KNOW BACK TO, I BELIEVE IT WAS 2004, THE AVERAGE COST FOR A CHILD WITH AUTISM IS $52,000. SO YOU TALK ABOUT 33 BEING AVERAGE. AND WE KNOW THE EXPLOSION AND THE GROWTH OF CHILDREN WITH AUTISM. IT’S GROWN EXPONENTIALLY OVER THE YEARS. SO, IT DEPENDS UPON THE NEED OF THE CHILD. WE HAVE A LOT OF STUDENTS THAT– YOU KNOW, STUDENTS THAT ARE TUBE FED ON A DAILY BASIS. COME TO SCHOOL ON A VENTILATOR, WITH A VENTILATOR. SOME OF OUR STUDENTS REQUIRE ONE-ON-ONE NURSES. SO, I WOULD GO BACK TO, IT DEPENDS UPON THE NEEDS OF THE CHILD. COULD IT BE DONE DIFFERENTLY? YOU KNOW, THE EDUCATION COMMISSION OF THE STATES JUST CAME OUT WITH ONE OF THEIR REPORTS A COUPLE OF MONTHS AGO THAT LOOKS AT ALL 50 STATES AND HOW THEY FUND SPECIAL ED, TOM. AND THERE ARE DIFFERENT WAYS TO DO IT. THERE IS A MULTIPLE STUDENT WAIT SYSTEM. THERE IS A SINGLE STUDENT WAIT SYSTEM. THERE’S A CENSUS BASED SYSTEM. RESOURCE ALLOCATION MODEL. A REIMBURSEMENT SYSTEM, WHICH IS WHAT WE HAVE HERE. AND OTHER STATES HAVE THAT. WYOMING HAS A REIMBURSEMENT SYSTEM. WYOMING REIMBURSES 100% OF THE SPECIAL ED CLASSES. SO THEY’RE FULLY FUNDED. THERE’S A BLOCK GRANT SYSTEM. AND THEN PERHAPS MAYBE THIS IS ONE OF THE THINGS YOU WERE THINKING ABOUT. THERE’S A HIGH COST STUDENT SYSTEM. SO THERE’S OTHER WAYS TO DO IT. THERE’S A WHOLE BUNCH OF INFORMATION I COULD SHARE WITH YOU AT A DIFFERENT PRESENTATION, PERHAPS. BUT THAT’S WHAT’S GOING ON ACROSS THE COUNTRY.>>THANK YOU.>>OKAY. THANK YOU, TOM. AND NOW TO NIKKI.>>SO I JUST WANT TO REPEAT, I WOULD LIKE THE INFORMATION ON THE FEDERAL AND STATE DOLLARS THAT GET FUNNELED TO ISDs. AND IF WE HAVE TO BREAK IT DOWN ACCORDING TO HOW MANY STUDENTS THOSE ISDs SERVE. WHATEVER– I JUST WANT TO KNOW– I WANT THE EQUIVALENT INFORMATION OF FEDERAL AND STATE DOLLARS THAT WE KIND OF SHARED HERE TODAY OF LOCAL DOLLARS. LIKE, TO SORT OF SEE HOW THE CURRENT POT OF MONEY IS ALLOCATED ON THE WHOLE.>>YEP. AND FEDERAL’S PRETTY EASY. I KNOW THAT SPREADSHEET EXISTS, BECAUSE I’VE WORKED WITH IT MANY TIMES. STATE MAY BE A LITTLE BIT MORE COMPLEX, BUT WE WILL GET TO WORK ON THAT.>>THANK YOU. ANY OTHER COMMENTS, QUESTIONS FROM BOARD MEMBERS. YES, MICHELE?>>SO, THERE ARE– THERE HAS BEEN DISCUSSION ABOUT OTHER WAYS TO TRY TO– YOU KNOW, I WENT AROUND ON THE LISTENING TOUR WITH [ INDISTINCT ]. I WAS ON THE TASK FORCE WITH HIM. I SERVE ON SOME ORGANIZATIONS THAT SERVICE KIDS WITH SPECIAL NEEDS. AND THERE ARE ALWAYS DISCUSSIONS ABOUT WAYS TO TRY TO PROVIDE BETTER SERVICES. YOU KNOW, BUT IT REALLY– I MEAN, ANYBODY WHO TAKES A LOOK AT ALL THE– REALLY TAKES A LOOK AT IT, INCLUDING LIEUTENANT GOVERNOR [ INDISTINCT ], WHO HAD– I THINK HAS CAME TO REALIZE THAT FUNDING IS CRITICAL. WE DO NEED TO INCREASE THE FUNDING. IT’S NOT-IT’S NOT JUST A MATTER– I MEAN, THERE ARE BETTER PRACTICES. BUT THE FACT THAT IT IS SO UNDERFUNDED AND HAS BEEN FOR A LONG TIME… REPUBLICANS AND DEMOCRATS THAT I’VE WORKED WITH HAVE ALWAYS SEEMED TO COME TO THAT REALIZATION THAT IT’S A CRITICAL ISSUE. AND IT’S JUST A MATTER OF HOW MUCH PEOPLE CARE ABOUT KIDS WITH SPECIAL NEEDS. AND WHETHER WE’RE GOING TO STEP UP AND MAKE SURE THAT THEY’RE NOT– THAT THEY CAN BE ALL THEY CAN BE. YOU KNOW? SO, I MEAN, THE UNEMPLOYMENT RATE OF KIDS WITH DISABILITIES IS– IT’S LIKE– I KNOW WITH AUTISM, IT’S SOMETHING LIKE 90%.>>90% WITH AUTISM. 70% FOR A STUDENT WITH A DISABILITY.>>YEAH. SO, AND WE HAVE TO DO BETTER ON THESE OUTCOMES BECAUSE KIDS, SO…>>I WOULD JUST SAY THAT I JUST DID A QUICK GOOGLE SEARCH. IT LOOKS LIKE WYOMING IS NOT GOING TO BE FULLY FUNDING 100% IN THE FUTURE. I DON’T KNOW IF THAT WAS BECAUSE THE COSTS WERE TOO DIFFICULT, BUT THERE– I MEAN, THE ARTICLES I’M READING SAY THAT, FROM A FEW MONTHS AGO, THAT THEY’RE CAPPING THE AMOUNT NOW. I DON’T KNOW.>>THAT WOULD BE NEW.>>YEAH.>>THAT WOULD BE NEW.>>SEEING NO OTHER COMMENTS OR QUESTIONS FROM BOARD MEMBERS. THANK YOU, SCOTT, FOR TAKING A VERY COMPLEX TOPIC AND MAKING IT EASY FOR US TO UNDERSTAND. WE APPRECIATE IT.>>APPRECIATE THE TIME.>>WE HAVE COMPLETED THE COMMITTEE OF THE WHOLE PORTION OF THE STATE BOARD OF EDUCATION MEETING, AND WE WILL NOW RETURN TO THE REGULAR MEETING. THE NEXT ITEM OF THE REGULAR MEETING IS THE APPROVAL OF THE STATE BOARD OF EDUCATION MINUTES. MAY I PLEASE HAVE A MOTION TO APPROVE THE MINUTES OF THE SPECIAL MEETING OF MAY 7, 2019?>>SO MOVE.>>SECOND?>>SECOND.>>SECOND. I HAVE MOTION AND SUPPORT. IS THERE ANY DISCUSSION? ALL IN FAVOR, SIGNIFY BY SAYING “AYE” PLEASE.>>AYE.>>OPPOSED, NAY. MOTION CARRIES. NEXT IS THE APPROVAL OF THE MINUTES OF THE REGULAR COMMITTEE OF THE WHOLE MEETING ON MAY 14th, 2019. MAY I PLEASE HAVE A MOTION TO APPROVE THESE MINUTES?>>SO MOVED.>>SUPPORT.>>WE HAVE A MOTION AND WE HAVE SECOND.>>SUPPORT.>>OKAY, WE HAVE MOTION AND SUPPORT. ANY DISCUSSION? ALL IN FAVOR, SIGNIFY BY SAYING “AYE”.>>AYE.>>OPPOSED, NAY. MOTION CARRIES. NOW WE HAVE THE APPROVAL OF THE MINUTES OF THE RETREAT OF MAY 22nd, 2019. MAY I PLEASE HAVE A MOTION TO APPROVE THE MINUTES OF THE SPECIAL MEETING OF MAY 22nd?>>SO MOVE.>>AND A SECOND?>>SECOND.>>THANK YOU. WE HAVE A MOTION AND SUPPORT. IS THERE ANY DISCUSSION? SEEING NONE, MAY I– THOSE IN FAVOR, PLEASE SAY “AYE”.>>AYE. THOSE OPPOSED. MOTION CARRIES. AND NOW WE’LL MOVE ON TO THE REPORT OF THE PRESIDENT. CASANDRA.>>WELL, WE HAVE A VERY TIGHT AGENDA TODAY. SO I WILL BE EXTREMELY BRIEF. THANK YOU FOR THAT CONVERSATION ON THE SPECIAL ED FUNDING. I THOUGHT THAT WAS REALLY ENLIGHTENING. AND IT RAISES– I THINK IT BRINGS BACK THE CONVERSATIONS THAT WE’VE HAD ABOUT DIFFERENTIATED FUNDING. AND THE NEED FOR RECOGNIZING THAT THERE ARE STUDENTS IN THE STATE OF MICHIGAN THAT ARE– IT TAKES MORE RESOURCES TO EDUCATION, AND THEY STILL HAVE– THEY HAVE A RIGHT TO THAT EDUCATION. SO, I HOPE THAT WE CAN CONTINUE TO HAVE THAT CONVERSATION MOVING FORWARD. THE SECOND THING I WOULD ALSO SAY IS, WE HAVE THE SOCIAL STUDIES STANDARDS ON THE AGENDA TODAY. I WANT TO THANK EVERYONE WHO HAS REACHED OUT TO US AND EXPRESSED THEIR OPINIONS. SOME HAVE BEEN IN FAVOR, SOME HAVE BEEN OPPOSED. AND, YOU KNOW, SOME HAVE JUST REQUESTED SOME MINOR CHANGES. WE APPRECIATE ALL OF THE INTEREST AND THE EXPRESSIONS OF SUPPORT OR OPPOSITION. AND LOOK FORWARD TO HAVING THAT VOTE THIS AFTERNOON AS WELL. BECAUSE, AS YOU ALL KNOW, IT’S BEEN FIVE YEARS IN THE MAKING. SO, THAT’S IT FOR ME.>>OKAY. THANK YOU. FOR MY INTERIM STATE SUPERINTENDENT REPORT THIS MORNING, I AM GOING TO SHARE SOME OF MY THOUGHTS AND REFLECTIONS ON WHAT THIS PAST YEAR HAS BEEN LIKE FOR ME, AS THIS IS LIKELY MY FINAL OPPORTUNITY TO CHAIR THE STATE BOARD OF EDUCATION MEETING AS THE INTERIM STATE SUPERINTENDENT. LAST YEAR, GOING BACK TO LAST MAY– ACTUALLY, IT WAS LAST SPRING– WHEN THE LAST SUPERINTENDENT, BRIAN WHISTON, ASKED ME TO TAKE ON THE ROLE OF THE INTERIM STATE SUPERINTENDENT, I TOLD HIM, NO. THAT I WASN’T INTERESTED. AND AFTER ABOUT AN HOUR CONVERSATION, HE CONVINCED ME THAT, YES, I WAS– HE HAD THE FAITH IN ME AND BELIEVED THAT I WAS CAPABLE OF DOING THE JOB. HE ALSO SAID BECAUSE I DIDN’T WANT THE JOB, WAS A PERFECT REASON FOR ME TO BE THE INTERIM SUPERINTENDENT. AND WHILE I HAVE ENJOYED BEING THE INTERIM STATE SUPERINTENDENT, I HAVE STAYED TRUE TO MY POSITION THAT I WAS NOT GOING TO APPLY FOR THE JOB, AND I DIDN’T THIS PAST SPRING. SO, LAST MAY, YOU, THE STATE BOARD OF EDUCATION, APPOINTED ME AS THE INTERIM STATE SUPERINTENDENT AT THAT TIME. AND I STILL AM TODAY BOTH HONORED AND HUMBLED TO HAVE BEEN IN THIS POSITION THE PAST ALMOST 14 MONTHS. PLUS BEING THE FIRST WOMAN IN ALMOST 200 YEARS TO BE IN THIS POSITION. I FELT A GREAT SENSE OF RESPONSIBILITY FOLLOWING BRIAN, AND ALSO BEING THE FIRST WOMAN. SO WHEN I FIRST ASSUMED THIS POSITION, I FELT IT WAS IMPORTANT FOR ME TO IDENTIFY AND SHARE WHY MY PRIORITIES WERE GOING TO BE DURING THIS INTERIM POSITION. AND I SELECTED TWO PRIORITIES. ONE WAS TO PROVIDE CONTINUITY IN THE DEPARTMENT BETWEEN THE PASSING OF BRIAN AND THE APPOINTMENT OF A PERMANENT STATE SUPERINTENDENT. AND ALSO, TO CONTINUE THE MOMENTUM THAT BRIAN HAD STARTED TO MAKE MICHIGAN A TOP 10 EDUCATION STATE. SO, ALONG WITH THOSE TWO PRIORITIES, I HAD TO IDENTIFY HOW AM I GOING TO MAKE THAT HAPPEN? I CAME UP WITH MY EIGHT Cs, WHICH INCLUDED CONTINUING THE DIRECTION THAT BRIAN STARTED. PROVIDING AND IMPROVING CUSTOMER SERVICE. INCREASING COMMUNICATION, BOTH INTERNALLY AND EXTERNALLY. ENGAGING IN MEANINGFUL COLLABORATION, BOTH INTERNALLY IN THE DEPARTMENT AND WITH OUR EXTERNAL PARTNERS. CONNECTING WITH SCHOOLS AND DISTRICTS BY VISITING THEM. AND IMPROVING THE CLIMATE AND CULTURE IN THE DEPARTMENT. FOCUSING ON CONTINUOUS IMPROVEMENT IN ALL THAT WE DO. AND HAVING A LASER COMMITMENT TO DO THE VERY BEST THAT I CAN DO IN THIS POSITION. DURING THE PAST YEAR, I HAVE IDENTIFIED A NINTH C, AND THAT IS CHALLENGES. AS I AM GRATEFUL AND HONORED TO BE IN THIS POSITION, I’VE ALSO DISCOVERED THAT IT HAS ITS UNIQUE SET OF CHALLENGES. WHEN I JUMPED IN AS THE INTERIM STATE SUPERINTENDENT, IT WAS A HUGE LEARNING CURVE FOR ME. THE NUMBER OF RESPONSIBILITIES THAT THE STATE SUPERINTENDENT HAVE ARE IMMENSE. SOME OF THEM INCLUDE BEING THE FACE AND THE VOICE OF THE DEPARTMENT. LEADING THE MDE TEAM OF OVER 500 STAFF MEMBERS. BEING RESPONSIBLE TO THEM AND FOR THEM. HAVING 8 BOSSES. ALL OF YOU SITTING AROUND THE TABLE. LEARNING TO WORK WITH THE GOVERNOR AND LEGISLATORS. SERVING ON MULTIPLE COMMISSIONS. AND LEARNING ALL OF THE ACRONYMS IN THE DEPARTMENT. IT TRULY IS LIKE LEARNING A FOREIGN LANGUAGE. BUT THE BENEFITS HAVE BEEN IMMENSE. THIS POSITION HAS PROVIDED ME WITH SO MANY NEW OPPORTUNITIES. TRAVELING TO TAIWAN TO SIGN THE RENEWAL OF THE MEMORANDUM OF UNDERSTANDING BETWEEN THE MINISTRY OF EDUCATION AND MDE. REPRESENTING MDE AT NATIONAL CONFERENCES SUCH AS CCSSO, NASBE, AND AASA. ADDRESSING AND NETWORKING WITH PARTICIPANTS AT STATE EDUCATION CONFERENCES SUCH AS MAISA– TALK ABOUT ACRONYMS. LISTEN TO ALL THE ACRONYMS I’M ROLLING OFF. MASA, MSBO, AND SO MANY, MANY OTHERS. AND IT’S BEEN EXTREMELY REWARDING. GOING TO SCHOOLS AND DISTRICTS AND VISITING THEM HAS BEEN ONE OF THE BEST PARTS OF THE JOB. I VISITED 19 DISTRICTS THIS YEAR. TALKING WITH STUDENTS WHOSE CLASSES AND PROGRAMS COME TO LANSING. BEING A GUEST SPEAKER AT GRADUATE CLASSES. AND THEN NETWORKING WITH CIVIC, BUSINESS AND LABOR LEADERS ACROSS THE STATE. I’M ALSO VERY PROUD OF THE SUCCESSES THAT WE’VE HAD THIS PAST YEAR, AND MOST OF THEM HAVE BEEN FOCUSING ON TRANSITIONS. A CHANGE IN DEPARTMENT LEADERSHIP. A CHANGE IN GOVERNOR. WE HAVE SOME NEW LEGISLATIVE CHANGES. AND, OF COURSE, SOME CHANGES IN THE COMPOSITION OF THE STATE BOARD. IN ALL OF THESE TRANSITIONS, WE’VE MANAGED TO MAINTAIN AND SHARPEN OUR FOCUS IN THE DEPARTMENT. SO THE LAST THREE-AND-A-HALF MONTHS HAVE BEEN EXCITING AND FULFILLING, AND IT’S A JOURNEY I AM VERY PROUD TO HAVE EXPERIENCED. SUPERINTENDENT WHISTON WANTED TO MAKE MICHIGAN A TOP 10 EDUCATION STATE. THAT WAS HIS VISION. SO MAINTAINING THE STABILITY AND CONTINUITY AT THE DEPARTMENT LEVEL, HOPEFULLY, HAS LENT ITSELF TO PROVIDING SOME OF THAT CALM AND THAT STABILITY AT THE DISTRICT LEVEL AS WELL. MDE IS LOOKING FORWARD TO WELCOMING DR. MICHAEL RICE TO THE DEPARTMENT SOMETIME THIS SUMMER. WE HAVE DEVELOPED A TRANSITION PLAN TO HELP HIM ENSURE THAT HE HAS THE VERY BEST TRANSITION TO THE DEPARTMENT, SO THAT WE CAN CONTINUE TO WORK IN THE DEPARTMENT AND HE CAN BECOME FAMILIAR WITH THE WORK IN THE DEPARTMENT. OUR PLAN INCLUDES A COMPREHENSIVE OVERVIEW OF THE DEPARTMENT, INCLUDING THE TOP 10 IN 10 STRATEGIC EDUCATION PLAN, OUR DEPARTMENT’S ACTION PLANS TO SUPPORT THE IMPLEMENTATION OF THE THREE PRIORITIES, DETAILS ABOUT THE STATE BUDGET PROCESS, ORGANIZATIONAL CHARTS, EMPLOYEE ENGAGEMENT FEEDBACK INFORMATION, PARTNERSHIP DISTRICT WORK, AND SO VERY, VERY MUCH MORE. MY GOAL IS TO REVIEW THIS TRANSITION RESOURCE BOOK WITH HIM PRIOR TO HIM COMING TO THE DEPARTMENT. IN THE MEANTIME, I DO HAVE WEEKLY CONVERSATIONS WITH DR. RICE IN WHICH I APPRISE HIM OF THE WORK OF THE DEPARTMENT AND SOME OF THE ISSUES AND CHALLENGES THAT WE’RE FACING. SO I WILL ALSO SHARE WITH HIM SOME OF THE LESSONS THAT I’VE LEARNED DURING MY TENURE AS INTERIM STATE SUPERINTENDENT. INCLUDING– THE STATE’S EDUCATION SYSTEM IS A VERY COMPLEX SYSTEM, AND I KNOW THAT WHEN BRIAN WHISTON CAME TO THE DEPARTMENT, HE FELT THE SAME WAY. SECONDLY, THE STATE SUPERINTENDENT HAS A LOT OF AUTHORITY, AND AT THE SAME TIME, THE STATE SUPERINTENDENT HAS VERY LITTLE AUTHORITY. [ CHUCKLING ] MANY THINGS THAT THE STATE SUPERINTEN– THAT PEOPLE THINK THE STATE SUPERINTENDENT CAN JUST DO, JUST MAKE IT HAPPEN, ARE REALLY PART OF A MUCH MORE COMPLEX SYSTEM THAT INVOLVED RULES AND POLICIES AND LAWS AND ALSO INVOLVES THE INPUT FROM A VARIETY OF DIFFERENT STAKEHOLDERS, SUCH AS STATE BOARD, MEMBERS OF THE DEPARTMENT, GOVERNOR, LEGISLATORS, AND ALSO OUR LOCAL DISTRICTS. AND BECAUSE OF THIS COMPLEX SYSTEM, IT’S VERY IMPORTANT THAT THE STATE SUPERINTENDENT BE COLLABORATIVE AND READY TO WORK WITH ALL DIFFERENT PARTNERS IN ORDER TO KEEP THE WORK MOVING SMOOTHLY FOR OUR SCHOOLS, FOR OUR DISTRICTS, AND ULTIMATELY FOR THE CHILDREN AND THE FAMILIES THAT WE ALL SERVE. IT’S IMPORTANT TO FIND A BALANCE BETWEEN URGENCY AND PATIENCE WHILE MAINTAINING A FOCUSED DIRECTION. AS THE EDUCATIONAL LEADER, THERE IS A HIGH DEGREE OF URGENCY IN KEEPING MICHIGAN MOVING FORWARD, BUT YOU ALSO HAVE TO BALANCE THAT WITH PATIENCE AS YOU HELP A VERY COMPLEX SYSTEM ADAPT TO CHANGE. IT’S IMPORTANT TO VALUE YOUR PARTNERS. THIS IS A JOB THAT ONE PERSON CANNOT DO ALONE. TO BE SUCCESSFUL, YOU NEED A TEAM, STATE BOARD MEMBERS, MDE, AND ALL OF OUR PARTNERS ACROSS THE STATE. EDUCATORS, STATE LEADERS, PARENTS, COMMUNITY MEMBERS, BUSINESS, AND LOCAL LEADERS. AND LASTLY– NO, SECOND TO THE LAST, TAKE TIME TO LEARN. AS YOU’VE HEARD ME SAY, THE WORK OF THE DEPARTMENT AND THE WORK OF THE EDUCATION SYSTEM IS COMPLEX. YOU GET– IT’S IMPORTANT TO GET TO KNOW THE PEOPLE IN THE DEPARTMENT AND TO GET TO KNOW THE WORK THAT THEY DO, BECAUSE THEY ARE THE STATE SUPERINTENDENT’S BEST PARTNERS. AND THEN FINALLY, REMEMBER WHY WE ARE HERE, WHY WE CHOSE TO GO INTO EDUCATION AND BE EDUCATORS. WE DID THAT BECAUSE OF OUR PASSION FOR CHILDREN. AND IT’S SO IMPORTANT THAT DECISIONS ARE MADE ON WHAT IS IN THE BEST INTEREST FOR THE CHILDREN THAT WE ARE HERE TO SERVE. HAVING SAID ALL OF THAT, I’D BE REMISS IF I DIDN’T ACKNOWLEDGE THE SUPPORT FROM THE INCREDIBLE LEADERSHIP TEAM THAT I HAVE HERE AT THE DEPARTMENT. THEIR TIRELESS EFFORTS AND THEIR CONSISTENT SUPPORT HAS HELPED TO MAKE THE LAST YEAR THAT I HAVE HAD THE MOST REWARDING AND GRATIFYING AS ANY CHAPTER IN MY 45 YEAR CAREER AS AN EDUCATOR. WHEN BRIAN WHISTON PRESENTED THE BOARD WITH THE TOP 10 IN 10 STRATEGIC PLAN AND YOU APPROVED IT, IT WAS HIS WISH THAT THAT PLAN WOULD GO FORWARD. AND HE SAID, “LET’S LEAVE “IT ALONE FOR 10 YEARS “AND LET IT WORK.” AS THE CURRENT INTERIM STATE SUPERINTENDENT, I VOWED TO STAY COMMITTED TO THAT VISION, TO STAY TRUE TO THE TOP 10 IN 10 PLAN. AND THE BEST THAT WE CAN HOPE FOR IS THAT MICHAEL RICE WILL EMBRACE THAT COMMITMENT TO LEAVE MICHIGAN’S TOP 10 IN 10 EDUCATION PLAN ALONE, TO GIVE IT TIME TO WORK FOR THE SAKE OF ALL OF THE CHILDREN OF MICHIGAN. I AM EXTENDING MY HEARTFELT APPRECIATION TO EVERY MEMBER OF THE STATE BOARD OF EDUCATION FOR GIVING ME THIS AMAZING OPPORTUNITY TO LEAD THE STATE DEPARTMENT OF EDUCATION AND TO BE YOUR CHAIR FOR THE STATE BOARD OF EDUCATION MEETINGS THESE PAST ALMOST 14 MONTHS. IT HAS BEEN AND CONTINUES TO BE THE EXPERIENCE OF A LIFETIME. AND IT HAS BEEN MY ESTEEMED HONOR TO LEAD THE DEPARTMENT OF EDUCATION. WHEN DOCTOR RICE ASSUMES HIS POSITION, I WILL GO BACK TO MY FORMER POSITION AS CHIEF DEPUTY SUPERINTENDENT. AND MY GOAL IS TO HELP AND SUPPORT MICHAEL TO ENSURE THAT HE HAS A SMOOTH AND SUCCESSFUL TRANSITION THE DEPARTMENT. I WANT TO HELP HIM TO UNDERSTAND THE WORK OF THE DEPARTMENT, TO HELP HIM MAINTAIN THE DIRECTION THAT WE STARTED, AND TO KEEP THE MOMENTUM GOING FORWARD SO THAT WE CAN ACHIEVE THE STATUS OF BEING A TOP 10 EDUCATION STATE. WE OWE THAT TO THE CHILDREN OF THE STATE OF MICHIGAN. THANK YOU SO MUCH. AND NOW WE WILL TURN TO– YES.>>BEFORE WE DO THAT.>>YES.>>I JUST HAVE TO SAY SOMETHING. I HAVE THOROUGHLY ENJOYED WORKING WITH YOU AS SUPERINTENDENT. I DON’T THINK I’VE EVER HAD AS MUCH OPEN TRANSPARENT COMMUNICATION WITH SOMEONE IN THAT SEAT AS I HAVE WITH YOU IN YOUR ROLE. AND I THINK OVER THE LAST 14 MONTHS, ESPECIALLY OVER THE LAST SIX MONTHS, YOU AND I HAVE BUILT A VERY TRUSTING RELATIONSHIP WHERE WE’VE BEEN ABLE TO BE VERY FRANK AND OPEN WITH ONE ANOTHER AND COMMISERATE AT TIMES. AND I JUST WANT TO SAY HOW MUCH I REALLY, REALLY APPRECIATE THAT. YOU HAVE LEFT VERY BIG SHOES TO FILL. AND FORTUNATELY, YOU’RE NOT GOING ANYWHERE, SO YOU’LL CONTINUE TO BE A GREAT HELP FOR THE NEXT SUPERINTENDENT, BUT I THINK– I COULDN’T LET THIS MOMENT GO BY WITHOUT SAYING HOW MUCH WE ALL REALLY APPRECIATE THE FACT THAT YOU STEPPED IN IN THE HARDEST OF CIRCUMSTANCES AND REALLY KEPT THIS DEPARTMENT MOVING FORWARD AND DID JUST A PHENOMENAL JOB, AND HOW MUCH I JUST REALLY VALUE THE WORK THAT WE’VE BEEN ABLE TO DO TOGETHER.>>THANK YOU. THAT MEANS THE WORLD TO ME, CASANDRA. THANK YOU VERY MUCH.>>OKAY.>>THANK YOU. [ APPLAUSE ] THANK YOU. AND NOW I’M GOING TO TURN TO LAURA BECAUSE LAURA, WHO IS– LAURA CHANG, WHO IS OUR 2018/19 MICHIGAN TEACHER OF THE YEAR, LAURA IS THE K-5 READING AND MATH INTERVENTIONIST IN VICKSBURG COMMUNITY SCHOOL, AND SHE IS GOING TO GIVE US HER MONTHLY TEACHER OF THE YEAR PRESENTATION.>>THANK YOU, SHEILA. THAT IS A TOUGH ACT TO FOLLOW, BUT I WILL DO MY BEST TO SHARE SOME OF THE THINGS HAPPENING.>>AND YOU ALWAYS DO, LAURA.>>THANK YOU. IT HAS BEEN AN INCREDIBLE YEAR OF GROWTH AND OPPORTUNITY. AND I’M GOING TO HIGHLIGHT A BIT OF THAT FOR YOU TODAY. SO THANK YOU FOR ALLOWING ME THIS SEAT AT YOUR TABLE TO SHARE ABOUT MY PASSION TOPICS THIS YEAR. SOME OF THE TOPICS THAT I SHARED ON ARE LISTED THERE: DIFFERENTIATING INSTRUCTION, IDENTIFYING PRIORITY STANDARDS, AND USING DATA TO DRIVE INSTRUCTION TO MEET THE NEEDS OF OUR STUDENTS, MTSS AND ACTION, MEETING THE NEEDS OF STRUGGLING LEARNERS BY USING A TEAM APPROACH WHILE STILL ALLOWING THE STUDENTS TO ACCESS GRADE LEVEL CURRICULUM. THE HIL PROJECT, WMU, READING NOW NETWORK, THE GENERAL EDUCATION LEADERSHIP NETWORK WORKING HAND IN HAND WITH SCHOOLS IN WEST MICHIGAN TO IMPACT STUDENTS AND PROVIDE OPPORTUNITIES FOR SUCCESS, ACEs, INITIATIVES THAT TEACHERS AROUND THE STATE HAVE PUT INTO PLACE TO EQUIP CHILDREN WITH TOOLS TO COMBAT– TO BUILD STUDENT CAPACITY AND BEAT THE ODDS, TO COMBAT TRAUMA THAT THEY MAY HAVE EXPERIENCED. ENRICHMENT OPPORTUNITIES FOR ALL STUDENTS. I SHARED SOME INFORMATION FROM THE KALAMAZOO AREA MATH AND SCIENCE CENTER WHERE STUDENTS HAVE BEEN IDENTIFIED FROM URBAN AND RURAL DISTRICTS ACROSS KALAMAZOO COUNTY AND THEN RECEIVE ACCESS TO RIGOROUS SCIENCE AND MATH OPPORTUNITIES. I ALSO HIGHLIGHTED STRONG MENTORING AND COACHING PROGRAMS ACROSS THE STATE, NOT BECAUSE TEACHERS NEED COACHING, BUT BECAUSE THEY DESERVE IT. I PROVIDED A NUMBER OF KEYNOTES ACROSS THE STATE ON WHAT I’D HOPED TO BE INSPIRING MESSAGES TO RISING TEACHER LEADERS. I SHARED MESSAGES ON TEACHER LEADERSHIP, DEVELOPING RELATIONSHIPS WITH STUDENTS, PARTNERING WITH FAMILIES, EARLY LITERACY INITIATIVES TO GROUPS OF 15 TO OVER 500. ONE OF MY FAVORITES THIS YEAR PROBABLY WAS FRANKENMUTH SCHOOL DISTRICT, WHICH IS MY ALMA MATER, AND GOING BACK HOME, SO TO SPEAK, WAS A REALLY NEAT EXPERIENCE. SCHOOL VISITS, BUILDINGS IN ANN ARBOR, LUDINGTON, DELTON KELLOGG AND OTHERS ACROSS THE STATE. U OF M WAS KIND ENOUGH TO INVITE ME TO BE RECOGNIZED AT THAT BASKETBALL GAME. I HAD THE PLEASURE OF WATCHING SHEILA NAME THE 2020 MICHIGAN TEACHER OF THE YEAR IN ROCHESTER HILLS. AND WATCHING THAT RANGE OF EMOTIONS OVER CARA’S VO– CARA’S FACE, THAT’S HER IN THE BOTTOM RIGHT CORNER, WATCHING HER FACE JUST BROUGHT ME RIGHT BACK TO THAT DAY A YEAR AGO. I CAN’T WAIT TO SEE THE IMPACT THAT SHE WILL HAVE ON THE STUDENTS AND TEACHERS OF MICHIGAN. AND I SHARED A COUNTLESS NUMBER OF PROFESSIONAL DEVELOPMENT WORKSHOPS AND PRESENTATIONS ON INTEGRATING TECHNOLOGY INTO THE ELEMENTARY CLASSROOM, USING DATA TO DRIVE INSTRUCTION TO MEET THE DIVERSE NEEDS OF LEARNERS AND MORE. I PARTICIPATED IN A NUMBER OF STATE-LEVEL ED POLICY COMMITTEES, THE SPECIAL EDUCATION ADVISORY COUNCIL WAS AN EXCITING NEW PARTNERSHIP THIS YEAR FOR THE CURRENT MICHIGAN TEACHER OF THE YEAR TO PARTICIPATE IN AS A NON-VOTING MEMBER. AND CARA, OUR 2020 TEACHER OF THE YEAR WILL CONTINUE ON THAT COUNCIL IN THE FALL. THE EQUITY AND EDUCATION ADVISORY TEAM, WE’RE EXAMINING SEVERAL INDICATORS INCLUDING WHOLE CHILD, LEARNING ENVIRONMENTS, WORKFORCE LEADERSHIP, AND FUNDING TO PROVIDE RECOMMENDATIONS FOR ALL STUDENTS TO HAVE ACCESS TO AN EQUITABLE EDUCATION. THE SPECIAL EDUCATION NEEDS DETERMINATION STEERING COMMITTEE. WORKING WITH DR. KAY AND OTHER STAKEHOLDERS TO CRAFT A BROAD SHARED VISION OF SUCCESS FOR OUR STUDENTS WITH DISABILITIES. THE LAUNCH MICHIGAN EDUCATOR SUPPORT WORKGROUP WAS A DIVERSE GROUP OF STAKEHOLDERS FROM THE EDUCATION FIELD AND THE PRIVATE SECTOR. WE WORKED TOGETHER TO DEVELOP TEACHER COACHING AND MENTORING RECOMMENDATIONS. GOVERNOR WHITMER’S EDUCATOR ADVISORY COUNCIL, OUR WORK HASN’T BEGUN YET, BUT HOPEFULLY WILL SOON AS SHE’S GATHERED EDUCATORS FROM ACROSS THE STATE TO WORK TOGETHER. THE MTLAC, THIS WAS THE 10 REGIONAL TEACHERS OF THE YEAR WORKING TOGETHER THROUGH THE YEAR ON EDUCATION ISSUES SPECIFIC TO OUR REGION AND MORE. IT WAS SUCH AN HONOR TO REPRESENT THE VOICE OF TEACHERS, BUT MORE IMPORTANTLY, THE VOICE OF STUDENTS IN THIS WORK AT THE STATE LEVEL. A WEEK OF PROFESSIONAL GROWTH AND LEARNING IN SAN FRANCISCO, AND ANOTHER WEEK FOCUSING ON ED POLICY IN WASHINGTON D.C. BROUGHT ME TOGETHER WITH THESE 56 DEDICATED EDUCATORS FROM AROUND THE WORLD. THE STATE TEACHER OF THE YEAR CYCLE RUNS A LITTLE BIT EARLIER IN MICHIGAN THAN THE VAST MAJORITY OF OTHER STATES SO WE STILL HAVE SEVERAL GATHERINGS COMING UP AS A COHORT OF STATE TEACHERS OF THE YEAR, INCLUDING THE NATIONAL FORUM ON ED POLICY IN DENVER THIS JULY– HEADING TO SPACE CAMP IN JULY. WE’LL BE IN PRINCETON IN OCTOBER AT THE NEXT STEPS CONFERENCE IN WHICH, LITERALLY, WE PLAN OUR NEXT STEPS AS STATE TEACHERS OF THE YEAR NOW THAT WE’VE HAD THIS OPPORTUNITY FOR GROWTH OVER A YEAR. NOW WHAT, NOW WHAT ARE YOU DOING? AND THE COLLEGE FOOTBALL PLAYOFF IN JANUARY THAT MY HUSBAND AND SON ARE STILL LOBBYING FOR THEIR PLACE. [ LAUGHTER ] THEY’RE STILL IN NEGOTIATIONS. A YEAR AGO, I NEVER COULD’VE IMAGINED THE OPPORTUNITIES THAT WERE BEFORE ME THIS YEAR. 126 EVENTS AND HALF THE COUNTIES IN MICHIGAN, ACROSS THE NATION, AND ACROSS THE WORLD. I WAS ABLE TO TAKE ADVANTAGE OF 22 DISTINCT PROFESSIONAL LEARNING OPPORTUNITIES, PROVIDE 24 KEYNOTE ADDRESSES TO GROUPS OF ASPIRING TEACHERS AND CURRENT TEACHER LEADERS. 66 MEETINGS AT THE STATE LEVEL TO WORK ON ED POLICY, ISSUES THAT REALLY AFFECT THE TEACHERS AND STUDENTS OF MICHIGAN AND MORE. I’VE LEARNED SO MUCH ABOUT TEACHERS, TEACHING, ED POLICY, AND MYSELF THIS YEAR. I’VE LEARNED TO TAKE RISKS. I’VE LEARNED TO EMBRACE DISCOMFORT AS AN OPPORTUNITY FOR GROWTH. I’VE LEARNED THAT LIFE IS NOT ABOUT COMFORT. IT’S ABOUT PURPOSE, TAKING RISKS WHEN WORKING TOWARDS YOUR PURPOSE IS SOMETHING THAT ALL TEACHERS NEED TO EMBRACE TO BECOME TEACHER LEADERS. I’VE LEARNED THAT TEACHERS NEED TO HEAR THIS, TEACHERS ALL ACROSS THE STATE AND NATION. MR. ROGERS SAID IT BEST. I WANT TO GIVE A SPECIAL THANK YOU TO MEEMIC INSURANCE FOR PROVIDING THE FINANCIAL SUPPORT TO– THE FINANCIAL SUPPORT THAT I NEEDED TO TRAVEL ACROSS THE STATE AND ACROSS THE NATION THIS YEAR. THAT WAS INCREDIBLE. AND A SPECIAL THANK YOU TO MY BUILDING PRINCIPAL, AMIE McCAW, AND A SHOUT-OUT TO MY SUPERINTENDENT KEEVIN O’NEILL FOR THEIR SUPPORT AND ENCOURAGEMENT, ALWAYS TELLING ME, “LAURA, GO HOME, TAKE TIME, “YOU DON’T HAVE TO BE IN “THREE PLACES AT ONCE.” AND THAT WAS INCREDIBLE. I COULDN’T HAVE DONE THAT WITHOUT A DISTRICT, VICKSBURG, THAT I WORK IN. HUGE THANK YOU TO MDE’S OFFICE OF EDUCATOR EXCELLENCE, SPECIFICALLY THE RECRUITMENT AND RECOGNITION UNIT, JENN AND JOSH AND SHELBY AND MARTY AND CHELSEY FOR ALL THE WORK BEHIND THE SCENES TO MAKE THIS SUCH AN INCREDIBLE YEAR FOR OPPORTUNITY AND GROWTH. AND THANK YOU, ALL OF YOU, FOR ALLOWING ME A SEAT AT THIS TABLE. I AM HONORED TO SIT IN THE PRESENCE OF TRUE CHAMPIONS FOR CHILDREN HERE.>>THANK YOU, LAURA. THIS IS LAURA’S FINAL REPORT TO THE STATE BOARD OF EDUCATION. WE CERTAINLY APPRECIATE YOUR AMBASSADORSHIP, LAURA, FOR TEACHERS ACROSS THE ENTIRE STATE. YOU HAVE DONE AN AMAZING JOB AND HAVE BEEN A PHENOMENAL ROLE MODEL FOR ALL OF– ALL EDUCATORS. WE CERTAINLY HAVE ENJOYED YOUR MONTHLY REPORTS. AND YOUR INCLUSION OF THE REGIONAL TEACHERS OF THE YEAR EACH MONTH HAS BEEN A REALLY INCREDIBLE ADDITION. WE THANK YOU FOR THIS PAST YEAR, AND WE WISH YOU ALL THE BEST IN ALL OF YOUR FUTURE ENDEAVORS. AND I KNOW THERE ARE GOING TO BE MANY OF THEM. SO THANK YOU.>>THANK YOU. [ APPLAUSE ]>>ALSO TODAY… I HAVE MY NOTES SOMEWHERE. OKAY, HERE IT IS. ALSO TODAY, THIS IS THE LAST STATE BOARD MEETING THAT CHRIS KLAVER FROM GONGWER WILL BE COVERING. HE HAS COVERED STATE BOARD OF EDUCATION MEETINGS FOR THE LAST 26 YEARS. HE HAS TAKEN A NEW POSITION AT GONGWER AND WILL BE HANDLING THESE RESPONSE– HANDING THESE RESPONSIBILITIES TO A NEW REPORTER WHO IS SITTING NEXT TO HIM THIS MORNING. CHRIS, WOULD YOU LIKE TO INTRODUCE YOUR COLLEAGUE WHO IS JOINING YOU THIS MORNING?>>YEAH, THIS IS JORDYN HERMANI. SHE– THIS IS HER SECOND DAY WITH GONGWER. [ LAUGHTER ] YEAH, SHE WILL BE TAKING OVER ALL OF MY REPORTING RESPONSIBILITIES PLUS A LITTLE BIT. AND I HAVE TAKEN A POSITION OF CHIEF INFORMATION OFFICER, SO I WILL BE DEALING WITH ALL OF THE TECHNOLOGY AND WEB DEVELOPMENT, AND [ INDISTINCT ].>>CONGRATULATIONS.>>WELL, CONGRATULATIONS, AND THANK YOU FOR COVERING THE STATE BOARD MEETING FOR ALL THESE YEARS. [ APPLAUSE ] WISH YOU ALL THE BEST, CHRIS. NEXT ITEM ON THE AGENDA IS A VOTE TO CONVENE TO CLOSE SESSION. MAY I PLEASE HAVE A MOTION TO CONVENE TO CLOSE SESSION AS ALLOWED BY THE OPEN MEETINGS ACT? THIS MOTION WILL BE FOLLOWED BY A ROLL CALL VOTE.>>I MOVE.>>CASANDRA.>>THAT THE STATE BOARD OF EDUCATION MEET IN CLOSED SESSION UNDER SUBSECTION 8H OF THE OPEN MEETINGS ACT TO CONSIDER MATERIAL EXEMPT FROM DISCUSSION OR DISCLOSURE UNDER SUBSECTION 13.1(g) OF THE FREEDOM OF INFORMATION ACT, SPECIFICALLY INFORMATION OR RECORDS SUBJECT TO THE ATTORNEY CLIENT PRIVILEGE.>>SECOND.>>MOTION AND SECOND. ANY DISCUSSION?>>YEAH, I GUESS, YOU KNOW, WE’RE KIND OF EARLY IN THE AGENDA. WE GOT– WE’RE 20 MINUTES AHEAD. WE DON’T HAVE MUCH THAT WE COULD PULL AHEAD, BUT I’M JUST WONDERING BECAUSE I KNOW THERE ARE PEOPLE THAT MAY BE COMING AT 1:00, AND IF– ARE WE GOING TO RECONVENE–>>AT 1:00, YES.>>AT 1:00 EVEN THOUGH WE’RE LEAVING 20 MINUTES EARLY.>>YES.>>OKAY, ALL RIGHT, NEVER MIND.>>YEAH, I’M NOT STARTING BACK EARLY.>>I DIDN’T KNOW IF YOU WANTED TO PULL UP, YOU KNOW, THE LEGISLATIVE UPDATE OR SOMETHING AND DO THAT OR SOMETHING, BUT IF YOU DON’T–>>WELL, IF WE’RE DOING THE– I WOULD LIKE TO HAVE ALL THE BOARD MEMBERS PRESENT FOR THE LEGISLATIVE UPDATE, SOME OF THE OTHER ITEMS THAT ARE THIS AFTERNOON. I MEAN, THAT’S A GOOD IDEA.>>RIGHT, OKAY.>>WE APPRECIATE THAT.>>AND JUST SO YOU KNOW, WE DO NEED SIX VOTES TO GO INTO CLOSED SESSION. WE CURRENTLY HAVE SIX MEMBERS HERE. I’M JUST SAYING. [ LAUGHTER ]>>OH…>>YES.>>WOW, WE NEED SIX?>>YES.>>THIS REQUIRES A TWO-THIRDS.>>TWO-THIRDS VOTE.>>HMM, I GOT A LITTLE POWER. [ LAUGHTER ]>>WE’LL TAKE THE ROLL CALL. BEFORE YOU CONSIDER–>>A LITTLE POWER. [ LAUGHTER ]>>ALL RIGHT, WE HAVE MOTION, WE HAVE SECOND. WE’VE CONCLUDED DISCUSSION. AND MARILYN, WILL YOU TAKE A ROLL CALL VOTE, PLEASE?>>YES, FECTEAU?>>YES.>>McMILLIN?>>YES.>>PRITCHETT?>>YES.>>PUGH’S ABSENT. RAMOS-MONTIGNY?>>YES.>>SNYDER?>>YES.>>TILLEY’S ABSENT. ULBRICH?>>YES.>>MOTION CARRIES.>>THANK YOU VERY MUCH. SO WE WILL CONVENE– MOVE TO CLOSE SESSION. WE WILL RECONVENE IN THE OPEN SESSION IN THIS ROOM AT APPROXIMATELY 1:00.

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